Critical Components of a Summer Enrichment Program for Urban Low-Income Gifted Students

2015 ◽  
Vol 38 (1) ◽  
pp. 32-40 ◽  
Author(s):  
Corina R. Kaul ◽  
Susan K. Johnsen ◽  
Mary M. Witte ◽  
Terrill F. Saxon
1987 ◽  
Vol 11 (2) ◽  
pp. 219-232 ◽  
Author(s):  
Judith M. Stillion ◽  
Hedy White

Despite popular-media claims that feminists lack a sense of humor, there has been little actual research investigating feminist humor and people's reactions to it. Three experiments investigated reactions to humorous feminist slogans that subjects classified into thematic categories. Subjects in Experiment 1 were females and males, over 30 years old, who considered themselves feminists or strongly sympathetic toward feminism. Experiment 2 used female and male undergraduates, under 30 years old, with varying levels of sympathy towards feminism. Subjects in Experiment 3 were students enrolled in the 6th, 8th, and 10th grades of a summer enrichment program for academically gifted students. The females in Experiment 1 gave the highest humor ratings, while the females in the second experiment gave the lowest ratings. In Experiment 3, sex differences in humor ratings were not reliable, but ratings of the extent to which subjects agreed with the slogans were higher for females than for males. The results of the three experiments suggest that both gender and feminist sympathy influence reactions to feminist humor.


2020 ◽  
Author(s):  
Antonio Soares ◽  
Rabbani Muhammad ◽  
Doreen Kobelo ◽  
G. Thomas Bellarmine ◽  
Chao Li ◽  
...  

1994 ◽  
Vol 17 (3) ◽  
pp. 260-275 ◽  
Author(s):  
Mark A. Kunkel ◽  
Ann M. Pittman ◽  
Shelby K. Hildebrand ◽  
Derald D. Walling

Intervention with the gifted through summer programs is briefly discussed with particular attention to student expectations. An argument is made for theoretically based research on the academic expectations of gifted adolescents. Concept mapping is described as an alternative methodological approach to such research, and a concept map is presented of gifted students' expectations for a summer enrichment program. Findings are discussed as they relate to research and intervention with gifted adolescents, and implications for follow-up are outlined.


2021 ◽  
Vol 22 (3) ◽  
Author(s):  
Benterah Morton ◽  
Kelly Byrd ◽  
Elizabeth Allison ◽  
Andre Green

Each summer families across the globe send their children to summer camps and daycares for what amounts to babysitting. This study takes the discussion beyond babysitting and explores a unique summer enrichment program offered to rising second through fifth grade students in a modified enrichment camp model. During the four-week program, students were engaged in standards-based academic instruction in reading, mathematics, and science designed to provide enrichment activities to better prepare them for academic success in the upcoming year. Students were pre-tested over standards from the first quarter of the upcoming year. Then, they were taught the standards and post-tested. Analysis of the pretest and posttest data suggests that the program was successful in increasing students’ content knowledge in each of the subject areas taught. The findings imply that summer programs intentionally offering standards-based academics in an enrichment camp environment can be used to provide learning opportunities that diminish academic opportunity gaps.


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