The Application of Enrichment Clusters to Teachers' Classroom Practices

Sally M. Reis · Marcia Gentry · Lori R. Maxfield

44 citations0/0 files storedjournal for the education of the gifted

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Education, Achievement, and Giftedness Teacher Education and Leadership Studies Problem and Project Based Learning

Abstract

This study investigated the impact of providing one type of gifted education pedagogy, enrichment clusters, to the entire population of two urban elementary schools. Enrichment clusters provided a regularly scheduled weekly time for students to work with adult facilitators to complete a product or provide service in a shared interest area. Teaching practices of classroom teachers who participated as cluster facilitators were affected both in the enrichment clusters and in regular classrooms. Challenging content was integrated into 95% of the clusters through teaching specific authentic methodologies, advanced-thinking and problem-solving strategies. Approximately 60% of the teachers who facilitated clusters transferred some of the strategies used in clusters into their regular classroom practices.

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1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.1984Content Analysis: An Introduction to its Methodology.1993Basics of Qualitative Research: Grounded Theory Procedures and Techniques 1997Qualitative Research for Education: An Introduction to Theory and Methods 2015Democracy and Education 2017Ethnographic Interview 1990Basic Content Analysis 1965Educational Research: An Introduction

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2010Developing Talents Among High-Potential Students From Low-Income Families in an Out-of-School Enrichment Program 2014Modelo de enriquecimento para toda a escola: um plano abrangente para o desenvolvimento de talentos e superdotação 2014The schoolwide enrichment model: a comprehensive plan for the development of talents and giftedness

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