Evaluating the Chinese University Summer Gifted Program for Junior Secondary Students in Hong Kong

2000 ◽  
Vol 11 (3) ◽  
pp. 136-143 ◽  
Author(s):  
David W. Chan ◽  
Ping Chung Cheung ◽  
Annie S. K. Chan ◽  
Winnie Wing-man Leung ◽  
Ka-wai Leung
Keyword(s):  
Hong Kong ◽  
Secondary Students ◽  
Program Development ◽  
Residential Program ◽  
Gifted Program ◽  
Chinese University ◽  
Junior Secondary ◽  
Perceived Leadership ◽  
Residential Counselors ◽  
Future Program

The design and operation of the 1998 Chinese University Summer Gifted Program organized for junior secondary students in Hong Kong are described. This one-week residential program provided enrichment courses, workshops, and special activities intended to enhance creativity and leadership abilities in students. Evaluative ratings on various aspects of the program indicated that program participants, program instructors, residential counselors, and parents of students expressed overall satisfaction with the program. Students also had higher ratings on self-perceived leadership ability and creativity in postprogram, as compared with preprogram, assessments. Implications of the findings for future program development are discussed.

Meeting the Special Needs of the Gifted Through the Summer Gifted Programme at the Chinese University of Hong Kong

2000 ◽  
Vol 14 (3) ◽  
pp. 254-263 ◽  
Author(s):  
David W Chan ◽  
Ping Chung Cheung ◽  
Patricia P.W. Yeung
Keyword(s):  
Hong Kong ◽  
Special Needs ◽  
Gifted And Talented ◽  
Teacher Selection ◽  
School Students ◽  
Gifted Program ◽  
Junior Secondary School ◽  
Chinese University ◽  
Junior Secondary ◽  
Talented Students

The 1997 Summer Gifted Program at the Chinese University of Hong Kong was designed to meet some of the special needs of gifted and talented students through enrichment courses and activities. It is the first of its kind in Hong Kong, being organized by a university for 102 junior secondary school students. This paper describes its operation in terms of identification-selection procedures, organization of classes, curriculum, teacher selection and training, supervision, observation of student behavioral characteristics by teachers, and program evaluation by students, parents, teachers, teaching assistants and residential counselors. Future directions in the organization of programs for the gifted and talented in Hong Kong are discussed.

Sign in / Sign up

Export Citation Format

Share Document