Implementing Enrichment Clusters in Elementary Schools

Abstract

Enrichment clusters offer a way for schools to encourage a high level of learning as students and adults work together to develop a product, service, or performance by applying advanced knowledge and authentic processes to real-world problems. This study utilized a qualitative research design to examine the perceptions and experiences of two enrichment specialists who led the implementation of enrichment clusters in their schools. The perceptions of the participants hold particular value, as the success of clusters depends heavily on the ability of the specialist to effectively plan and organize clusters so that they meet the needs of administrators, teachers, students, and parents. Findings indicated that the participants felt that clusters were worthwhile, despite the time and effort required for implementation. A number of factors were considered critical for the success of clusters, including time and money, teachers as facilitators, focusing on student interests, and planning for rules, routines, and procedures. In addition, the participants identified several ways in which clusters were adapted in order to meet the needs of the school. The study indicates implications, and limitations of these findings are also discussed.