Enrichment Program For Students Research Articles

Springforward and STEP: Assessing the Outcomes of a Two-Part Academic Success Initiative

Students who struggle academically in their first year may need continued developmental support in areas of personal and intellectual growth. The purpose of this qualitative case study was to explore the experiences and outcomes of students who participated in both Springforward, an enrichment program for students who are struggling academically, and STEP, a second-year program to support students’ ongoing intellectual and social development at The Ohio State University. We also examined which factors of this two-part initiative supported student success and how this two-part initiative could be improved. Findings indicated positive outcomes for students, but individualization of programming is key.

OPTIMALISASI KOMPETENSI BERBAHASA INGGRIS MELALUI PROGRAM PEMBELAJARAN BUSINESS ENGLISH BUAT SEKOLAH VOKASIONAL-ALMAKIYAH

<p><em>Vocational learning in Indonesia at the upper secondary level provides a large portion of improving English language skills. Besides being used as a compulsory subject/college in schools and universities, English lessons are studied in the context of vocational education to bridge the world of education with the needs of industry and the workforce on a national, multinational, and international scale. The high need for a competent workforce, which can be seen from the ability to speak English, presents a variety of specific subjects in line with this condition. The subject variant in question is business English or 'business English'. Referring to this condition and examining the need for vocational education, Community Service activities (ABDIMAS) are carried out with the theme 'Introduction to Business English'. ABDIMAS is held at the Almakiyah Vocational High School (SMK) in East Jakarta. ABDIMAS was carried out in response to the needs of partners who felt that the English learning materials did not meet the needs of students and graduates who were required to be absorbed in the world of work. ABDIMAS is carried out through three sessions of a hybrid online and offline enrichment program for students. Each session is taught about what aspects are included in business English and linguistic aspects commonly used in business and work contexts. This activity is oriented towards increasing the knowledge and insight of the participants regarding (i) business conversations, (ii) formal and informal expressions in business communication, (iii) basics of email writing. The activity ends with an evaluation that broadly shows that the activities are carried out in line with the work context so that they do not focus on the theoretical and implementation levels.</em></p>

Reflection and assessment for learning in science enrichment courses for the gifted

This study was conducted in enrichment programs for the gifted. It aimed to address the relative absence of suitable assessments in such programs. Although enrichment programs for students with special talents expose them to various areas of knowledge and to science ideas that are usually not taught at their regular school (e.g., Pitts, Vebville, Blair, & Zadnik, 2014), they lack consistent and thoughtful assessments. Despite calls for including suitable modes of assessment in programs for the gifted in order to respond to their unique capabilities (Van Tassel-Baska & Stambaugh, 2006; Gagné, 2011) and to enhance the students' self-regulation and metacognitive abilities (Taber, 2007), most of the programs include only summative assessment.

Effect of an Enrichment Program on DAT Scores of Potential Dental Students from Disadvantaged Backgrounds

The objectives of this study were to explore whether Dental Admission Test (DAT) training in an enrichment program for potential dental students increases the participants' Perceptual Achievement Test (PAT) and academic average (AA) scores and whether the length of the program and personal factors such as the number of disadvantages correlate with the DAT scores. Data were collected from 361 students in the summer enrichment program at one dental school between 1994 and 2011. Their baseline, midpoint, and end of program PAT and AA DAT scores were collected. Seventy students self-reported official scores. These students' PAT scores increased from 14.40 at baseline to 17.09 at midpoint to 17.84 at program end (p<0.001), and their AA scores increased from 13.53 to 14.09 to 15.12 (p<0.001). Their official scores were higher than the beginning scores (PAT: 14.42 vs. 16.15; p<0.001; AA: 13.61 vs. 16.23; p<0.001). The longer the program, the more the students improved their official scores (PAT: r=0.35; p=0.003; AA: r=0.24; p=0.044). The more disadvantages the students self-reported, the better their official test scores were (PAT: r=0.40; p<0.001; AA: r=0.43; p<0.001). This study found that the DAT training during summer enrichment programs for students from disadvantaged backgrounds led to significant improvements in their DAT scores. The longer the programs, the more the students improved; and the more disadvantages the students had, the more they benefitted.

Twenty-year follow-up of an enrichment program for students preparing for health professional schools.

From 1972 to 1992, the Medical/Dental Education Preparatory Program (MEDPREP) of the Southern Illinois University School of Medicine served 584 underrepresented-minority and educationally disadvantaged students as they prepared for admission to health professional schools. For students who had concluded their MEDPREP participation by September 1992, data analysis was performed in terms of gender, race-ethnicity, rates of acceptance and retention, and type of professional school. In addition, a sample of 30 medical school graduates was examined for type of practice and specialty. A total of 350 (60%) of the MEDPREP participants had been accepted to professional schools. Of those accepted, 246 (70%) were members of groups underrepresented in medicine, 301 (86%) had graduated or were in school, and 305 (87%) had been accepted to a total of 47 medical schools. Of the sample of 30 medical school graduates tracked for type of practice and specialty, 28 (93%) were providing direct patient care and 21 (70%) were board certified in the primary care specialties of family practice, pediatrics, obstetrics-gynecology, and internal medicine. Because MEDPREP has high rates of acceptance, matriculation, and graduation for its participants, and because such a high percentage of its medical school graduates entered primary care, the program may serve as a model intervention for providing more underrepresented minorities and generalists in medicine.

A comparison of Native American and white students’ cognitive strengths as measured by the Kaufman assessment battery for children

This study compared relative cognitive strengths of American Indian and White students, ages seven through twelve years. The sample group included 57 American Indian subjects and 60 White subjects attending schools within a single school district in southcentral Montana. These children had all been referred for assessment for possible placement in an enrichment program for students of high ability. All subjects were administered the Kaufman Assessment Battery for Children, and scores were analyzed through a one‐way Analysis of Variance. There were found to be no significant differences between the two group means on the Mental Processing Composite. However, Indian subjects scored significantly higher than White subjects in Simultaneous Processing, and White subjects scored significantly higher than Indian subjects in Sequential Processing. Indian subjects also achieved significantly higher scores in three of five Simultaneous Processing subtests. Possible interpretations of statistical differences and imp...

Follow-up study of an enrichment program for students preparing for health professional schools, 1972-1987.

Follow-up study of an enrichment program for students preparing for health professional schools, 1972-1987.