Log in

Relevant bibliographies by topics / Enrichment program / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Enrichment program.

Dissertations / Theses on the topic 'Enrichment program'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Enrichment program.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Varian, Melissa. "MUGC summer enrichment program and reading achievement program evaluation /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=895.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Morales, Silva Silvia. "A reading enrichment program for gifted adolescent." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102271.

Full text

Abstract:

This descriptive research examines the performance on reading comprehension of four gifted adolescents participating in a reading enrichment program. This performance is related to the variables associated to the gifted performance following the model developed by Mönks: motivation, creativity, high ability, school, peers and family. Results showed that school does not satisfy the cognitive needs of these students and it does not offer the required social support either. The family provides the main social support. The motivation, creativity, the high level of language and concentration of the participants facilitate learning. The reading program is described by the participants as motivating due to the subject-matters and methodology; furthermore, due to the opportunity to deal with peers who have a similar cognitive level.
Esta investigación de nivel descriptivo examina el desempeño en comprensión de lectura de cuatro adolescentes talentosos durante un programa de enriquecimiento en lectura. Este desempeño es relacionado con las variables asociadas a la conducta talentosa, de acuerdo al modelo de Mönks: motivación, creatividad, alta capacidad, escuela, pares y familia. Se encontró que la escuela no satisface las demandas cognitivas ni brinda el soporte social esperado. La familia brinda el soporte social principal. La motivación, la creatividad, el alto nivel de lenguaje y de concentración de los participantes facilitan el aprendizaje. El programa de lectura es descrito por los participantes como motivador debido a los temas y la metodología; además, por la oportunidad del intercambio con pares del mismo nivel cognitivo.

APA, Harvard, Vancouver, ISO, and other styles

3

Carter, Sally. "Utilization-focused evaluation of a STEM enrichment program." University of Missouri - Columbia, 2013.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hickmon, William Adrian Jr. "Analysis of an adventure-based marriage enrichment program." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-170540/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Dolin, Justa L. "Attendance and reading gains Marshall University Summer Enrichment Program /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=676.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Lawson, Thomas Joseph. "A marriage enrichment program for new college student couples." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Potoczny, Kelli A. "The effect of Marshall University's Summer Enrichment Program on reading gains program evaluation, II /." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=778.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Wartenburg, Kim Michelle. "Parent satisfaction in a summer enrichment program evaluation year two /." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=537.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Wong, Wai-ling. "Students' perceptions on the enrichment program in a secondary school /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Pulliam, Cristen C. "Parent satisfaction with Marshall University's Summer Enrichment Program Year three /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=665.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Wong, Wai-ling, and 黃慧玲. "Students' perceptions on the enrichment program in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4500786X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Cottle-Willard, Elizabeth. "Reading achievement for students in Marshall University Graduate College's 2005 Summer Enrichment Program program evaluation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=678.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Fan, Sheng. "An evaluation of the science enrichment program in Tulsa Public Schools /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9203793.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Hohn, Elizabeth Blass. "Impact of a summer enrichment program on student achievement in algebra." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000071.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Harvey, Brenda Sue. "Cohesion, instruction time and reading performance at MUGC summer enrichment program /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=899.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Melky, Huda. "A Study of an Academic Enrichment Program at Western Kentucky University." TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2624.

Full text

Abstract:

The principle objective of this study was the investigation of whether or not an enrichment program would increase the success of remedial students attempting to complete a university program of study. An descriptive analytical design was utilized to test a null hypothesis related to selected control and experimental samples of remedial students. Analysis of variance and descriptive statistics were utilized to compare differences between the control and experimental samples. A two sample t-test treated for equal or unequal variances was utilized to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups at the end of the first year. A Chi-square test was utilized to test for significant difference (.05) in success of completion of four years between the control and experimental group. Descriptive statistics were utilized to present success rates at the end of the first, second, third, and fourth years. A comparison of student retention for the four academic years of this study produced the following results: All students in both groups completed the first year. Control group students produced a mean GPA of 1.43597 and earned 21.67164 hours of credit. Experimental group students produced a mean GPA of 2.11791 and earned 24.35821 hours of credit. At the end of the first year, approximately seventy percent of the control group had failed to earn a two point or higher GPA while approximately thirty-five percent of the experimental group had failed to earn a two point GPA At the end of the second year, fifty (seventy-five percent) of the experimental group and forty-one (sixty-one percent) of the control group remained in school At the end of the third year, thirty-four (fifty-one percent) of the experimental group and nineteen (twenty-eight percent) of the control group were still in school At the end of the fourth year, twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. First year analysis of variance utilized a two sample t-test treated for equal or unequal variances to determine significant difference (.05) between grade point average (GPA) and earned hours (ER) of the control and experimental groups. This form of analysis of variance was possible since all participants in each group were retained, producing data for comparison. Comparison of GPA data indicated that the experimental group earned a significantly (.001) higher GPA than that of the control group. The experimental group also earned a significantly (.02) higher number of earned hours than did the control group. At the end of the fourth year, only twenty-six (thirty-nine percent) of the experimental group and sixteen (twenty-four percent) of the control group had successfully completed four years of university work. Since missing data precluded the use of analysis of variance techniques similar to those used with year one, a Chi-square analysis was utilized to produce a probability of significant difference based upon retention. Chi-square analysis of the control and experimental groups at the end of year two produced an odds ratio of (1.865) and a probability of (.1388). End of year three data produced an odds ratio of (2.603) and a probability of (.0013). End of year four data produced an odds ratio of (2.021) and a probability of (.0094). These data, with the exception of end of year two, indicated a significantly higher level of success for the experimental group as defined by retention.

APA, Harvard, Vancouver, ISO, and other styles

17

Nieder, Lauren E. "Effects of an Academic Enrichment Program on Elementary-Aged Students' Performance." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7871.

Full text

Abstract:

The goal of this research was to develop a greater understanding of the effectiveness of enrichment programs outside of the school setting. This study was also intended to contribute to the broader understanding of the mechanism of student school-related stress, reported by parents, as it relates to student academic performance, specifically in a population which primarily consists of students and parents who are of Asian-Indian-American descent. With rising standards and intensifying pressure on students to be academically successful, it is necessary to examine the stress students experience due to their academics, as well as its effects on their academic performance. Participants in this study included twenty 1st through 5th grade elementary students who attend weekly classes at one of three local academies where the after-school academic enrichment program is offered. Data from those students participating in both math and English was accounted for separately, resulting in 34 total student subjects which can be utilized for this study (N = 34). After performing bivariate logistic regression, the models did not reach significance (p > .05), therefore it cannot be said that an increase or decrease in dependent variable of students’ school grades can be predicted that any of the following independent variables: homework completion, length of enrollment, and academy homework scores,. The perceptions of the parents, in addition to those of the children experiencing these stressors should be studied further.

APA, Harvard, Vancouver, ISO, and other styles

18

Ferrebee, Melissa L. "Program evaluation of Practicum III Marshall University's summer enrichment program from a school psychology student's perspective /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=359.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Holz-Russell, Katie J. "Implementation of a reading curriculum in a 6 week summer enrichment program." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/KHolzRussell2007.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Amador, Adrienne A. "A Quantitative Analysis of The Kenyon Education Enrichment Plan." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338259340.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Camps, Lisette Teresa. "Effectiveness of the teaching enrichment activities to minorities (TEAM) program at increasing underrepresented students in gifted programs." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1990.

Full text

Abstract:

This study examined the effectiveness of the TEAM (Teaching Enrichment Activities to Minorities) program in preparing and identifying underrepresented students for entrance into the gifted program. Miami-Dade County Public Schools (M-DCPS) developed the TEAM program as an intervention program aimed at developing student's thinking skills and critical thinking skills in all subject areas and prepare students for possible placement into the gifted program. A systematic sampling strategy was utilized to select three TEAM schools from each of the six regions in M-DCPS for the sample, for a total of 18 schools. A pool of the students that participated in the TEAM program in 2003-2004 in the 18 schools selected were identified as the TEAM Sample students. A matching sample was created from 18 public schools in Miami-Dade County that did not implement the TEAM program in 2003-2004. The Matching Sample created a match for 806 students in the TEAM sample, for a total of 1612 subjects for the study.

APA, Harvard, Vancouver, ISO, and other styles

22

Simpson, Jamila Rashida. "African American Perspectives: A Qualitative Study of an Informal Science Enrichment Program." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-05102007-012002/.

Full text

Abstract:

The purposes of this study were to determine what program characteristics African American parents consider when they enroll their children into an informal science education enrichment program, the parents? evaluation of a program called Jordan Academy in which they enrolled their children, and the alignment of the parents? perspectives with Black Cultural Ethos (BCE). BCE refers to nine dimensions posited by Wade Boykin, a psychologist, as comprising African American culture. Participants were parents of students that attended Jordan Academy, an informal science enrichment program designed for third through sixth grade students from underserved populations. Qualitative methodologies were utilized to perform a thorough assessment of parents? perspectives. Data sources included classroom observations, student surveys, academy curriculum, photos and video-taped class sessions. Data included teachers and parents? responses to semi-structured, audio recorded interviews and students? written responses to open-ended items on the program?s evaluation instrument. The data were analyzed for themes. and the findings compared to Black Cultural Ethos. Findings revealed that the participants believed that informal science education offered their children opportunities not realized in the formal school setting - a means of impacting their children holistically. The parents expressed the academic, cultural, and personal development of their children in their characterizations of the ideal informal science education experience and in their evaluations of Jordan Academy. Overall, the parents? views emphasized the BCE values of harmony, affect, verve, movement, orality and communalism. The study has important implications for practices within and research on informal science education.

APA, Harvard, Vancouver, ISO, and other styles

23

Zweitzig, Jerry W. "A new program for marriage enrichment in Calvary Bible Church, Lewistown, Pa." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Mortensen, Dana. "Promoting Development Through Play: A Migrant Head Start Parent-Child Enrichment Program." DigitalCommons@USU, 2000. https://digitalcommons.usu.edu/etd/2627.

Full text

Abstract:

This study was designed to assess the efficacy of an early intervention project focusing on early stimulating experiences through parent-child play interactions, and their impact on young migrant Latino children's mental, motor, social-emotional, and language development. An experimental group of 30 children from 26 families and a control group of 14 children from 14 families participated in this assessment. Dependent measures included the Bayley Scales of Infant Development and the Preschool Language Scale. Demographic data such as parent level of education, number of individuals living in the home, and family income were among the independent measures. Research hypotheses predicted the experimental group to score higher on posttest dependent measures as compared to the control group. Results did not support the research hypotheses. Although experimental group Mental Development Index (MDI) scores did increase in the predicted direction, this increase was not statistically significant. Further, two age groups within the control group also showed positive increases in MDI scores. Additionally, whenever significant differences were found on dependent measures, they were found in favor of the control group. The results may be interpreted in light of nonequivalent control groups as discussed in Chapter V.

APA, Harvard, Vancouver, ISO, and other styles

25

Bath, Kara B. "A qualitative study of couples'experience of the Preventative and Relationship Enhancement Program." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/35142.

Full text

Abstract:

This study explores the experience of couples, married five or more years, of the Preventative and Relationship Enhancement Program (PREP). This study examined specific skills the couplesâ gleaned from the workshop, as well as, the relational impact that PREP had on the couplesâ marriage. Six couples were surveyed, ranging in age from mid-forties to mid-fifties and ranging in years married from 8.5 to 29 years. Content analysis was employed to examine the data. Two themes emergedâ motivation and impact, and results were organized under these themes. Clinical implications were identified concerning working with couples married five or more years in therapy and future research is discussed.
Master of Science

APA, Harvard, Vancouver, ISO, and other styles

26

Goodroe, James D. "A program of marriage enrichment at the First Baptist Church, Sumter, South Carolina." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Ostrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.

Full text

Abstract:

Educators involved in the teaching, learning, and assessment of social and emotional learning (SEL) competencies face challenges on how to integrate these competencies into instruction. Limited research has been conducted about how to integrate such SEL competencies into instructional practices, particularly in the context of a summer enrichment program. The purpose of this single case study was to explore how teachers and counselors at a summer enrichment program for preK-4 students integrated SEL competencies into instructional activities. The conceptual framework was based on core competencies and standards for quality program design that the Collaborative for Academic, Social, and Emotional Learning (CASEL) developed. Participants included 2 teachers and 2 camp counselors at a summer enrichment program located in a western state. Data were collected from individual interviews with participants, observations of activities that integrated these SEL competencies into instruction, and documents related to the summer program. Data analysis included coding and categorizing of interviews and observations and content analysis of documents to identify themes and discrepant data. Key findings were that the 5 core competencies were intentionally and systematically integrated into the instructional activities of the summer enrichment program as evidenced by program planning, curricular development, implementation of a variety of instructional strategies, and informal teacher and parent assessments. This study contributes to positive social change because students who have mastered these competencies may demonstrate fewer behavioral issues and form more positive interpersonal relationships, which may lead to improved academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

28

Goldman, Alex. "Recipe for collective complacency social barriers in a community-based after-school enrichment program /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004807.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Katukhov, Alexey V. "The role of uranium enrichment in nuclear proliferation and potential implications for Iran's nuclear program." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/648979958/viewonline.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Moore, Kenneth W. "The establishment of a program of family enrichment at the Enon Baptist Church, Jayess, Mississippi." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Lattimore, Royna Faye. "The relationship between student achievement and level of parent satisfaction in a summer enrichment program." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=360.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Rodriguez, Victor M. "Bowen's family systems theory applied to intimacy needs in a marriage enrichment program for clergy." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Karacan, Nurten. "The Effect Of Self-esteem Enrichment Bibliocounseling Program On The Self-esteem Level Sixth Grade Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610804/index.pdf.

Full text

Abstract:

This study aims to design and investigate the effect of Self-Esteem Enrichment Bibliocounseling Program on the self-esteem level of sixth grade students. Twenty four subjects (13 female, 11 male) out of 166 total sixth grade students from a university affiliated private middle school in Ankara, were randomly selected based on Coopersmith Self-Esteem Inventory (CSEI) total scores and assigned to treatment and no-treatment control group conditions. An experimental design with one selfesteem treatment group and one no-treatment control group, and two measurements (pre and post) were used to investigate the effectiveness of Self-Esteem Enrichment Bibliocounseling Program. The treatment program developed by the researcher was introduced to subjects during eight weeks. The group sessions were held once a week. Each session lasted 80 minutes. Mixed Design (one between and one within factor) Repeated-Measures Analysis of Variance (ANOVA) was employed to the pre-test and post-test CSEI scores of experimental and control group subjects. Results indicated that, the Self-Esteem Enrichment Bibliocounseling Program employed to the treatment group produced significant increase in treatment group subjects self-esteem scores.

APA, Harvard, Vancouver, ISO, and other styles

34

Vogt, Deborah Ann. "Effectiveness of "building a better me" after-school enrichment program for the enhancement of communication skills." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1165867093.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Strahan, Lawrence Paul. "A mentoring program in marriage enrichment for selected couples at the First Baptist Church, Petal, Mississippi." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Pinckney, Charlyene. "ATTRIBUTIONS, INFLUENCES AND OUTCOMES FOR UNDERREPRESENTED AND DISADVANTAGED PARTICIPANTS OF A MEDICAL SCIENCES ENRICHMENT PIPELINE PROGRAM." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/270058.

Full text

Abstract:

Educational Leadership
Ed.D.
The current study was undertaken to examine the effectiveness of the Rowan University-School of Osteopathic Medicine - Summer Pre-Medical Research and Education Program (Summer PREP), a postsecondary medical sciences enrichment pipeline program for under-represented and disadvantaged students. Thirty-four former program participants were surveyed (Male=11; Female=23) regarding their current vocational status, undergraduate experience, attributions of success, aspirations for advancement and satisfaction with their professional outcomes and Summer PREP experience. The 5-year undergraduate graduation rate and post-baccalaureate enrollment rate was higher than a national reference population of young adults. The group's average GPA and average MCAT score were comparable to those of other minority applicants and matriculants to osteopathic medical schools nationally. Female respondents reported lower levels of satisfaction with the program and their current academic and professional attainments (p<.05) relative to male participants. They also reported much lower expectations for remaining or advancing in their chosen fields (p<.003). Students rated the contribution of medical specialty area seminars, interactions with interns, residents, medical and graduate students, and faculty mentoring highest among the program's components. The study demonstrated that Summer PREP had a significant impact at the student level and was valued by former participants. The results were similar to other successful models of undergraduate pipeline programs designed to help prepare minority and disadvantaged students for entry into medical and graduate school. Implications for policy, future research, and program practice and administration at the postsecondary and professional school level are addressed. The value of the discourse is rooted in the need for supplemental education and training programs designed to improve postsecondary success among minority and disadvantaged students, their representation among healthcare professionals, and the expected increase in healthcare demands within minority, rural and underserved areas resulting from implementation of the Patient Protection & Affordable Care Act.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

37

Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.

Full text

Abstract:

As a means of addressing observed inadequacies in school curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial withdrawal centre for counsellor-selected gifted children. The Learning Enrichment Centre (L.E.C.) aimed to - 1) meet the needs of enrolled gifted students by - a) providing appropriate learning experiences; and b) providing an administrative arrangement (partial withdrawal) which afforded them the opportunity to interact with like minds; 2) meet the needs of the system by - a) developing and evaluating units of work for gifted students; b) conducting workshops, seminars and in-service days for teachers. In 1984 the L.E.C. curriculum was designed and implemented in accordance with Maker's model of curriculum modification for gifted students (Maker, 1982). This model outlines a set of principles which Maker claims, recognize the characteristics and needs of gifted students and guide the development of a qualitatively different curriculum. In making decisions about design and implementation of Maker's curriculum modifications, factors related to the setting, the teachers and the students were considered. The overall purpose of the Study was to assist teachers in making rational decisions about future L.E.C. provision. In particular the Study was to collect information on the worth of the program - its relative strengths and weaknesses - and the influence on the curriculum of the administrative arrangement. The program was evaluated by ascertaining levels of satisfaction typically expressed by the students. Of secondary concern was whether the organisational arrangement of partial withdrawal had inhibited or enhanced the program's intentions. It was acknowledged that unfavourable attitudes of parents, classroom teachers or peers could conceivably alter students' receptivity of the program. In Term 4, two parallel questionnaires, one addressing the L.E.C., the other the regular classroom, were administered to the students. By comparing responses on matching items, levels of satisfaction with the L.E.C. curriculum were determined. Selected items on the L.E.C. instrument were further to reveal how students felt about the administrative provision and whether classroom teachers and peers were perceived to be supportive. Subsequent to program completion, a questionnaire was mailed to parents bo ascertain their support for the program by asking them how their child's emotional behaviour had changed as a result of LEC attendance. Also they were to indicate whether they preferred that enrichment occur in the regular classroom or partial withdrawal setting. To confirm the students' impressions of classroom teacher support and interest, parents were requested to comment on their understanding of it. Student responses indicated that they found their LEC experiences to be particularly interesting and enjoyable, and the LEC teachers to be kind, helpful, friendly and fair. These perceptions differed significantly from their perceptions of school. Elements of the Maker model which were consistently most valued by the group were the Process modifications, 'Freedom of Choice' and 'Higher Levels of Thinking'. Parents proved to be supportive of the LEC program. Although some would have preferred classroom enrichment to partial withdrawal, they felt that schools could not currently provide it. It was the students' viewpoint that interactions with peers and classroom teachers were not adversely affected by their LEC participation. Classroom teachers were seen to be generally supportive and interested - a perception incidentally not shared by parents and LEC teachers. Perceived positive attitudes towards their LEC involvement most likely enhanced student satisfaction with the program. The evaluation unequivocally indicated that the LEC program based on Maker's model appealed to the students. Though withdrawal from class possibly contributed to program satisfaction, the level of satisfaction was very high and could not be attributed solely to hidden curriculum efects (the organisational arrangement). The Study concluded that use of the Maker model as a guide for developing LEC curricula should continue but that parent and classroom teacher attitudes towards the administrative arrangement should be regularly monitored as they appeared to have the potential to enhance or reduce students' receptivity of the program. As a result of Study, various procedures for the conduct of future evaluations were recommended.

APA, Harvard, Vancouver, ISO, and other styles

38

Eastwell, Peter H. "The influences of a program of enrichment and extracurricular activities on the affect of secondary science students." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10645.

Full text

Abstract:

A quasi-longitudinal case study was used to determine the effects on secondary students of participation in a program of enrichment and extracurricular science activities in terms of their interest and enjoyment in being involved in science activities, their motivation to continue to participate in science, and their perceptions about scientists and about the role of science in society. Two groups of students in a school were followed simultaneously, a junior cohort through Years 8 to 10 and a senior cohort through Years 10 to 12. Both qualitative and quantitative data were collected from 20 students; five girls and five boys from each cohort. A strong positive relationship was found between changes in students' interest and enjoyment and changes in their motivation, and both these variables increased, in an overall sense for the combined student population, during the study period. All students generally held a high perception of both the normality of scientists and the importance of science in society throughout the study period. Participation in science activities impacted overall positively, but to varying extents for different activities, on all four dependent variables. Suggestions for the structure and/or conduct of competitions, excursions, and practical work, including the design of museum exhibits, and implications for further research are presented.

APA, Harvard, Vancouver, ISO, and other styles

39

Doan, Melissa A. "Evaluation of reading achievement for students of the Carroll County Public School System's 2006 Summer Enrichment Program." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=742.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Scott, Jacqueline A. "The influence of role models, self-efficacy, carreer exploration, mentorship, educational aspirations, and academic enrichment on career aspirations of youth of youth in a precollege enrichmant program." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/154.

Full text

Abstract:

The purpose of this study is to investigate the relationship of roles models, self efficacy, career exploration, mentorship, educational aspirations and academic enrichment on the career aspirations of middle school students in a precollege enrichment program at a medical school. Through precollege outreach programs, multiple strategies have been utilized in attempts to increase minority student interest and academic preparation for health profession training at the postsecondary and graduate levels. A mixed method design consisting of both quantitative and qualitative elements was utilized in data collection. A survey, interview process, and document analysis provided the data on factors influential in career aspirations of middle school students in a precollege enrichment program. Stepwise Regression statistical analysis revealed that educational aspiration was found to predict career aspirations. The findings provide evidence that educational aspiration is key in the career development process. One observation may be that educational aspirations are related to strong self-efficacy, high self esteem and high educational aspirations which translate into attainment of career and self satisfaction.

APA, Harvard, Vancouver, ISO, and other styles

41

Bebee, Roy L. "CREDO and the personal growth retreat a viable form of pastoral care and outreach in the United States Navy /." Theological Research Exchange Network (TREN) Access this title online, 1996. http://www.tren.com/search.cfm?p068-0059.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Klein, Jayne A. "Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/488.

Full text

Abstract:

Serious inequities in our K-12 public education system, particularly in regard to the quality of education in predominately Black inner-city schools, are well-documented in the literature (Freeman, 1998; Ross, 1998). Moreover, there is general agreement that the most effective means of ameliorating that situation is through well-thought-out after-school programs and partnership initiatives (Beck, 1993; Gardner et al., 2001). The purpose of this qualitative study was to examine the programmatic interventions of a youth enrichment program for inner-city Black youth currently in place at the Overtown Youth Center (OYC) in Miami, Florida, in order to: (a) discern those factors that support its claim that it is making a difference in students’ lives, (b) explore how any such factors are implemented, and (c) determine whether its interventions have served to equalize the playing field for these youth. Two primary methods of data collection were used for this study. The first was participant observation conducted over the course of two years through a partnership initiative established and led by this author. The second was through in-depth interviews of the Center’s founder, staff, and students. Secondary methods used were the recording of informal conversations and the analysis of written documents. Analysis of the data yielded four features of the Center that are indispensible to the students’ growth. The center provides the youth with (a) physical and psychological safety, (b) supportive relationships, (c) exposure to cultural and educational opportunities, and (d) assistance in building self-esteem. The most significant finding of the study was that OYC has been successful at making a difference in students’ lives and at increasing their aspirations to attend college. By addressing the full spectrum of their needs, the Center has given them many of the necessary tools with which to compete and thereby helped equalize their opportunities to succeed in school and in life. The study also noted a number of challenges for the Center to examine. The main issues that need to be addressed more seriously are staff turnover, staff indifference, nepotism, inconsistent student attendance, and insufficient focus on racial issues and African-American-centered education. Meeting those challenges would engender even greater positive outcomes.

APA, Harvard, Vancouver, ISO, and other styles

43

Herbein, Evelin [Verfasser], and Ulrich [Akademischer Betreuer] Trautwein. "Public speaking training as an enrichment program for elementary school children : Conceptualization, evaluation, and implementation / Evelin Herbein ; Betreuer: Ulrich Trautwein." Tübingen : Universitätsbibliothek Tübingen, 2017. http://d-nb.info/119954583X/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Senesi, Dino J. "The development of a marriage enrichment program for men through accountability relationships at the First Baptist Church of Marrero, Louisiana." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Didlick-Davis, Celeste Renee'. "The LEGACY Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-based Academic Enrichment Program." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460994613.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Shepardson, Nina F. (Nina Fredrica). "The Effects of Perceptual Motor Enrichment Upon a Six Year Old with Cerebellar Brain Damage." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500311/.

Full text

Abstract:

This study involved the effects of a perceptual motor enrichment program upon the motor skills of a six year old boy with cerebellar brain damage, who, with a control group of ten normal six year olds, was given a pre-test of motor skills. He and a child from the control group participated in a perceptual-motor enrichment program. The motor skills of both subjects were tested halfway through the program. Following the program, the experimental child, the control child, and the control group were post-tested on their motor skills. The testings showed that the greatest gains in motor skills were obtained by the experimental child, followed by the control child. The control group displayed little increase in motor skill performance.

APA, Harvard, Vancouver, ISO, and other styles

47

Buhl, Nathan John. "A phenomenological study of the attitudes & perceptions of middle school students towards the character, advocacy, remediation, enrichment, & school spirit (CARES) program." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Ross, Ruth O., and n/a. ""The extension group" - a part-time, withdrawal, enrichment program for gifted and talented children at Holt Primary School, A.C.T. : an action research study." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061107.160754.

Full text

Abstract:

Over the past six years, a part-time withdrawal-from-mainstream-class enrichment program for gifted and talented children has been operating at the Holt Primary School in the Australian Capital Territory. In keeping with the neighbourhood school policy of the ACT Schools Authority, the program caters only for children within the school and has included those from grades three to six. Based on Renzulli's Enrichment Triad Model, the program has a thematic approach which provides opportunities for participants to pursue both group and individual research on topics of interest to them. Identified children remain in the program for as long as possible and some have continued for as long as three years when resources have been available. This Action Research Study by the Co-ordinator of the program describes the setting up, objectives, identification methods, resources and evaluation.

APA, Harvard, Vancouver, ISO, and other styles

49

Waters, John. "Enhancing the interpersonal communication skills of selected young adult couples at Rehoboth Baptist Church, Perry, Georgia through the use of a marriage enrichment program." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Wayne, Kimberly S. "Keeping Them in the STEM Pipeline| A Phenomenology Exploring the Experiences of Young Women and Underrepresented Minorities in a Long-Term STEM Enrichment Program." Thesis, Drake University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975118.

Full text

Abstract:

The workforce gap remains for women and underrepresented minorities in science technology, engineering, and mathematics careers. There are several program initiatives to help address this gap especially long-term STEM enrichment programs. There is a vast amount of literature on STEM enrichment programs, but limited information on the long-term impacts. The purpose of this qualitative, phenomenological study was to understand the experiences of young women and URMS who participated in long-term STEM enrichment programs and the impact those programs had on their STEM path. The 11 adult female participants were at various stages of their STEM journey from entering college to STEM careers. The phenomenological approach was used to gain a rich contextual understanding of their lived experiences. This study was framed through Bronfenbrenner’s (2005) bioecological model by identifying the macro- and microsystems of the participants’ experiences and then exploring the impact of those systems. Through the qualitative analysis 10 themes emerged that represent the participants’ experiences: (1) STEM enrichment programs and staff created a place where participants felt welcomed and valued; (2) STEM enrichment programs challenged and supported participants to move outside their comfort zones; (3) STEM enrichment programs provided opportunities for both cognitive and non-cognitive skills development; (4) Family involvement of STEM enrichment programs ranged from low to high engagement (5) Participants experienced non-supportive educators along their journey while STEM enrichment programs countered those experiences; (6) Participants reflected that K-12 early exposure to STEM is critical for a STEM career path; (7) STEM enrichment program involvement provided both short-term and long-term benefits; (8) STEM enrichment programs’ role models and mentors were seen as heroes and provided inspiration, which created a pipeline of giving back; (9) Participants did not seek out STEM programs but pursued STEM involvement because of external encouragement; (10) Issues related to gender and race still prevalent, but STEM enrichment programs provided support and confidence for participants in non-diverse settings. Implications, recommendations, and suggestions for future research are also presented.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!