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This report highlights four research studies related to the Enrichment Triad Model, which encourages problem finding and problem solving in gifted students. The first study, "Academic Underachievement among the Gifted: Reversing School Failure" by Linda J. Emerick, identified six factors which influenced the reversal of the underachievement pattern in 10 gifted students (ages 14-20): curriculum and instruction, parents, teachers, personal interests and hobbies, goals associated with achievement, and changes in self. The second study, "Characteristics Related to High Levels of Creative/Productive Behavior in Secondary School Students: A Multi-Case Study" by Marcia A. B. Delcourt, investigated characteristics related to creative/productive behavior in 18 high school students and revealed that the students exhibited characteristics similar to those of creative/productive adults. The third study, "The Talents Unlimited Model and Its Effects on Students' Creative Productivity" by Jane L. Newman, investigated the effectiveness of Talents Unlimited training on 147 talented students (grades 3-6), and found that those receiving training produced better products and had a lower dropout rate. The final study, "Teachers' Attitudes toward Curriculum Compacting: A Comparison of Different Inservice Strategies" by Marcia Imbeau, involved 166 teachers (grades 1-12) and sought to determine the combination of teacher variables and staff development strategies that influence teachers' use of curriculum compacting. (Each chapter contains references.) (CR)

Descriptors: Academic Achievement, Creativity, Curriculum Development, Curriculum Enrichment, Educational Strategies, Elementary Secondary Education, Enrichment Activities, Gifted, Inservice Teacher Education, Intervention, Performance Factors, Problem Solving, Productivity, Program Effectiveness, Student Characteristics, Teacher Attitudes, Teaching Models, Underachievement

NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.









Autor: Gubbins, E. Jean, Ed.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10344&id=ED402705







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