Serving Rural Gifted Students Through Supplemental and Out-of-School Programming

Dropping out of school represents the culmination of a process that begins long before a student enters high school. It is estimated that a quarter of students with high potential leave school without a high school diploma; however, research on how high-potential students uniquely experience dropping out of school is in its beginning stages. This study sought to acquire a rich understanding of how 14 gifted individuals who did not complete high school interpreted this experience and the meaning they attributed to it. Six major themes emerged from the data: (a) significant external circumstances, (b) need for support, (c) social influences, (d) outlets, (e) an alternate path, and (f) reflecting on the path. This exploratory study enhances our understanding of why gifted students choose to leave school and supports the validity of alternate paths to success.

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Out-of-School Programming

Journal of Leadership Education ◽

10.12806/v3/i1/ab1 ◽

2004 ◽

Vol 3 (1) ◽

pp. 17-26

Author(s):

Jill Walahoski ◽

Kathleen Lodl

Keyword(s):

School Programming ◽

Out Of School

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The Resilient Community: Implications for Out of School Programming

Child and Adolescent Social Work Journal ◽

10.1007/s10560-011-0240-2 ◽

2011 ◽

Vol 28 (5) ◽

pp. 357-373 ◽

Cited By ~ 5

Author(s):

Cassandra McKay

Keyword(s):

School Programming ◽

Out Of School

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The developmental value of extracurricular programs: A conversation with Andrea Vest Ettekal

Phi Delta Kappan ◽

10.1177/00317217211013934 ◽

2021 ◽

Vol 102 (8) ◽

pp. 30-34

Author(s):

Rafael Heller

Keyword(s):

Extracurricular Activities ◽

Student Participation ◽

After School ◽

Extracurricular Programs ◽

School Programs ◽

School Learning ◽

School Programming ◽

Out Of School

In this Kappan interview, Andrea Vest Ettekal discusses her research into student participation in out-of-school programs. She describes the disparities in participation between different groups of students and possible reasons for those disparities and different countries’ approaches to extracurricular activities. The interview also addresses the research into the benefits of participation in extracurricular activities, how after-school learning differs from in-school learning, and promising approaches to out-of-school programming.

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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