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Journal articles on the topic 'Enrichment program'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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1

Burggraff, Denise, and Mary Kraljic. "Collaboration for Program Enrichment." Journal of Library Administration 37, no. 1-2 (June 1, 2002): 93–100. http://dx.doi.org/10.1300/j111v37n01_09.

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2

Jeffreys, Marianne R. "Evaluating Enrichment Program Study Groups." Nurse Educator 26, no. 3 (May 2001): 142–49. http://dx.doi.org/10.1097/00006223-200105000-00017.

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3

Kallail, K. James, Pam Shaw, Tyler Hughes, and Benito Berardo. "Enriching Medical Student Learning Experiences." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052090216. http://dx.doi.org/10.1177/2382120520902160.

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Objective: Medical students should develop skills in assessing their own learning needs and developing strategies to meet those needs. Medical curricula should be designed to provide active and enriching ways to explore medicine beyond the classroom. The program should enrich the elements of motivation, discovery, innovation, social services, cultural exploration, and personal development. The University of Kansas School of Medicine instituted a new curriculum in 2017 called ACE (Active, Competency-based, and Excellence-driven). Eight 1-week courses of enrichment experiences are embedded within the first 2 years of the curriculum. Methods: After each of 8 medical content blocks, students are required to participate in a 1-week, nongraded enrichment experience according to their own learning needs and interests. Students choose the type of enrichment activities including clinical experiences, professional development, leadership development, research and scholarly activity, and community engagement. Students select their top enrichment choices and a computer lottery makes the assignments from their designations. Students engaged in research and scholarly activity are guided to appropriate research mentors. Results: A total of 196 enrichment activities at 3 campuses were developed for 211 students during the first 2 years of medical school. Most students selected clinical experiences with enrichments available in most medical specialties and subspecialties. Students also use enrichment weeks to conduct research/scholarly activity, particularly those students pursuing the Honors Track. A total of 2071 enrichment experiences were completed in the first 2 years. Conclusions: Most enrichments involved clinical experiences, although research/scholarly activity and professional development enrichments also were popular. Evaluations from students and antidotal data suggested enrichments are popular among students and a good change of pace from the usual rigorous activities of the curriculum. Because of the large number of experiences required to conduct the enrichment weeks, a continuous process of evaluation is required to maintain the program. Therefore, flexibility is required to administer the program.
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4

Shaughnessy, Michael F., and Charles Waggoner. "How Rich Is Your Enrichment Program?" Creative Education 06, no. 07 (2015): 663–68. http://dx.doi.org/10.4236/ce.2015.67066.

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5

Trimmer, Carolyn, Kristin Martin, Doris Svetlik, Mark Sizemore, and Myron F. Weiner. "Reflections on a caregiver enrichment program." American Journal of Alzheimer's Disease 11, no. 6 (November 1996): 29–36. http://dx.doi.org/10.1177/153331759601100606.

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6

Bakos, Jack D., and Diane D. Hritz. "Innovative Enrichment Program for Young Scholars." Journal of Professional Issues in Engineering Education and Practice 117, no. 2 (April 1991): 176–83. http://dx.doi.org/10.1061/(asce)1052-3928(1991)117:2(176).

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7

Schetz, Katherine F. "Computer-Aided Language/Concept Enrichment in Kindergarten." Language, Speech, and Hearing Services in Schools 20, no. 1 (January 1989): 2–10. http://dx.doi.org/10.1044/0161-1461.2001.02.

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A model program for language/concept enrichment was set up with 22 kindergarten students as participants. A total screening score during routine kindergarten screenings relative to the areas of articulation, language and concepts was low for each of these students, but not low enough to recommend indepth diagnostic testing. The objective of the program was to demonstrate the role of the speech-language pathologist as consultant, an alternate service delivery model for public school speech-language services. Language/concept enrichment was provided by volunteers using four educational software programs for the microcomputer. Concepts taught included quantity, quality, time/sequence, nouns, and verbs. Program structure, implementation, and evaluation are discussed.
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8

Ben-Hur, Meir, and Rafi Feuerstein. "Feuerstein’s New Program for the Facilitation of Cognitive Development in Young Children." Journal of Cognitive Education and Psychology 10, no. 3 (2011): 224–37. http://dx.doi.org/10.1891/1945-8959.10.3.224.

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The authors make the case for the inclusion of cognitive enrichment programs in early mainstream education that should be designed to eliminate the early discrepancies in children’s cognitive abilities and prevent later learning disabilities and achievement gaps. Following a review of the literature on existing early cognitive enrichment programs and their effects with cognitive impaired children and children with special needs, the authors present the theoretical and programmatic features of Feuerstein’s 3-year basic program, along with a brief description of its different modules. The authors also provide a summary of all the available evidence of the program’s effectiveness, including the results of 3 evaluation studies of pilot projects in the United States. The article culminates in an appeal for rigorous research on the feasibility and effects of programs in mainstream education for early cognitive enrichment and prevention of learning problems, including research on the effects of Feuerstein’s Instrumental Enrichment–Basic (FIE-B) program.
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9

Ramli, Rizauddin, Melor Md Yunus, and Noriah Mohd Ishak. "Robotic teaching for Malaysian gifted enrichment program." Procedia - Social and Behavioral Sciences 15 (2011): 2528–32. http://dx.doi.org/10.1016/j.sbspro.2011.04.139.

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10

Ablan de Flórez, Elvira, and Edgar Abreu Olivo. "The cereal flour enrichment program in Venezuela." Food Policy 24, no. 4 (August 1999): 443–58. http://dx.doi.org/10.1016/s0306-9192(99)00044-5.

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11

Hall, Sharon R. "PEP: Primary Enrichment Program Utilizing Parent Volunteers." Gifted Child Today 21, no. 2 (March 1998): 20–25. http://dx.doi.org/10.1177/107621759802100207.

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12

Gentry, Marcia, Carl Moran, and Sally M. Reis. "Expanding Enrichment Program Opportunities to All Students." Gifted Child Today 22, no. 4 (July 1999): 36–48. http://dx.doi.org/10.1177/107621759902200410.

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13

Lowis, Michael, and Cliff Picton. "Retirement preparation and enrichment: A practical program." Australian Social Work 49, no. 2 (June 1996): 19–26. http://dx.doi.org/10.1080/03124079608411170.

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14

DEWANTARA, ANDI HARPENI. "SOAL MATEMATIKA MODEL PISA: ALTERNATIF MATERI PROGRAM PENGAYAAN." DIDAKTIKA : Jurnal Kependidikan 12, no. 2 (June 20, 2019): 197–213. http://dx.doi.org/10.30863/didaktika.v12i2.186.

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In a learning process, each students has different level of capability in mastering the teaching materials. For those who belong to the fast learner group and are able to achieve mastery learning earlier, ideally they need an additional learning activities to develop their skills more optimally. One of such learning activities is commonly known as the enrichment programs. Then, one of the learning challenges that can be applied in this enrichment program is proposing problem solving tasks to foster students' high order thinking skills. Based on the characteristics, it is revealed that PISA problems or PISA-like tasks has characteristics that are very in accordance with the characteristics of the rocemmenced enrichment problems. So that is why PISA problems or PISA-like tasks could be highly regarded as the enrichment tasks for students who have achieved early learning completeness. PISA mathematics problems or PISA-like mathematics tasks is expected to be able to optimize students 'mathematical literacy skills through activation of basic mathematical abilities, which in turn can help the success of enrichment programs in developing students' skills more optimally.
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15

Pirozzo, Ralph. "The peninsula enrichment program: A community‐based program for the gifted." Roeper Review 8, no. 2 (November 1985): 86–89. http://dx.doi.org/10.1080/02783198509552941.

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16

Chen, Wei-Ren, and Mei-Fang Chen. "Practice and evaluation of enrichment programs for the gifted and talented learners." Gifted Education International 36, no. 2 (May 2020): 108–29. http://dx.doi.org/10.1177/0261429420917878.

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The ultimate goal of gifted education programs is to cultivate students’ competences through challenging, enriching, and engaging opportunities for talent development. The purpose of this review is to present two main approaches of enrichment programs for gifted learners in Taiwan: the programs following the law and the alternative programs initiated by local authorities, private organizations, and researchers. The rationale and practice of program evaluation are also discussed to analyze Taiwan’s gifted education program logics and qualities to reflect on the development of these programs. Finally, the prospects of program design and evaluation are proposed: (a) defining the criteria for success or effectiveness, (b) selecting or developing valid and reliable measurement tools and strategies, (c) conducting long-term evaluation plans and follow-up studies, and (d) promoting evidence-based decision-making in gifted education.
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17

Baum, Susan. "An Enrichment Program for Gifted Learning Disabled Students." Gifted Child Quarterly 32, no. 1 (January 1988): 226–30. http://dx.doi.org/10.1177/001698628803200108.

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18

Smith, David. "Lessons Learned from Coordinating: A Schoolwide Enrichment Program." Gifted Child Today Magazine 14, no. 4 (July 1991): 12–14. http://dx.doi.org/10.1177/107621759101400404.

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19

Chesebro, James W. "Diversity as Scholarly Enrichment in SCA's Publication Program." Women's Studies in Communication 12, no. 1 (April 1989): 11–19. http://dx.doi.org/10.1080/07491409.1989.11089730.

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20

Sasson, Irit, and Donita Cohen. "Assessment for Effective Intervention: Enrichment Science Academic Program." Journal of Science Education and Technology 22, no. 5 (November 1, 2012): 718–28. http://dx.doi.org/10.1007/s10956-012-9425-5.

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21

Aldosary, Fawziah. "The Effectiveness of a Proposed Enrichment Program in Developing Geographical Concepts and Cosmic Awareness among High School Students in Saudi Arabia." IIUM Journal of Educational Studies 5, no. 1 (June 7, 2018): 49–61. http://dx.doi.org/10.31436/ijes.v5i1.136.

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The current study is an attempt to investigate the effectiveness of a proposed enrichment program to develop geographical and cosmic concepts and knowledge among high school 2nd grade female students in KSA. The population consisted of high school 2nd grade female students, Humanities stream, for the academic year 2016/2017. The sample of the study consisted of (50) female students, randomly selected. The participants were divided into two groups, experimental (25) and control (25). The quasi-experimental method has been adopted in this study. The statistical treatments conducted such as (arithmetic mean and standard deviation) and Man Whitney Test used to confirm equivalence between the two groups, T-Test to find differences between the two groups. ETA Square used to measure the effect size for the adopted enrichment program. The study resulted in a great effect of the proposed enrichment program on the female students’ achievement of geographical and cosmic concepts. The results also indicated an effect of the proposed program in developing cosmic awareness. The most significant recommendations represented in having interest in developing enrichment programs, on which training courses should be conducted for pre and in-service teachers in order to change Geography curriculum from achievement curriculum into enrichment one, and reconsidering Geography curricula to enrich them with activities that develop geographical and cosmic concepts and cosmic awareness.
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22

Tan, Liang See, Letchmi Devi Ponnusamy, Shu Shing Lee, Elizabeth Koh, Lauren Koh, Jing Yi Tan, Keith Chiu Kian Tan, and Terence Titus Song An Chia. "Intricacies of designing and implementing enrichment programs for high-ability students." Gifted Education International 36, no. 2 (April 21, 2020): 130–53. http://dx.doi.org/10.1177/0261429420917469.

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A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum and scheduled outside curriculum time, these programs are relatively low stakes. As an after-school add-on program, such programs tend to be fragmented and ad hoc in nature. Instead of a systematic program designed to stretch gifted and talented students, with the goal of developing their knowledge and competencies in breadth and depth, the programs that are implemented tend to be pitched at exposure level. To effectively meet the needs of the gifted and talented students, it is imperative to examine the intricacies of these programs. The fidelity has significant implications on the quality of the students’ learning experiences. This article shares the issues and challenges they faced.
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23

Lupkowski-Shoplik, Ann E., and Alexis Kuhnel. "Mathematics Enrichment for Talented Elementary Students." Gifted Child Today 18, no. 4 (July 1995): 28–42. http://dx.doi.org/10.1177/107621759501800410.

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24

Chan, Lai Kwan, David W. Chan, and Xiaoyan Sun. "University-based gifted programs for gifted and talented students in Hong Kong: Practice and evaluation." Gifted Education International 36, no. 2 (May 2020): 90–107. http://dx.doi.org/10.1177/0261429420917858.

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The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness and the special needs of local gifted and talented learners and conducts evaluation on gifted enrichment programs, course design and instruction, and students’ performance. The uniqueness of PGT, future directions in the development of university-based gifted programs, and program evaluation research in gifted education in Hong Kong are discussed.
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25

Rasmussen, Lone Banke, Grethe Andersson, JÓHanna Haraldsdóttir, Eva Kristiansen, Kirsten Molsted, Peter Laurberg, Kim Overvad, Hans Perrild, and Lars Ovesen. "Iodine. Do We Need an Enrichment Program in Denmark?" International Journal of Food Sciences and Nutrition 47, no. 5 (January 1996): 377–81. http://dx.doi.org/10.3109/09637489609006950.

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26

Gilson, Cindy M., and Catherine A. Little. "Understanding How Teachers Listen in a Reading Enrichment Program." Journal of Advanced Academics 27, no. 3 (July 11, 2016): 210–40. http://dx.doi.org/10.1177/1932202x16656572.

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27

Baker, Philip A. "The ACCESS Enrichment Model for an Undergraduate Education Program." Gifted and Talented International 23, no. 1 (August 2008): 17–22. http://dx.doi.org/10.1080/15332276.2008.11673509.

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28

Wright, Barth W. "A Novel Item Enrichment Program Reduces Lethargy in Orangutans." Folia Primatologica 65, no. 4 (1995): 214–18. http://dx.doi.org/10.1159/000156891.

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29

Seife, C. "NUCLEAR PROLIFERATION: South Korea Admits to Laser Enrichment Program." Science 305, no. 5690 (September 10, 2004): 1549. http://dx.doi.org/10.1126/science.305.5690.1549.

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30

Michaels, Marcia L. "Stepfamily Enrichment Program: A Preventive Intervention for Remarried Couples." Journal for Specialists in Group Work 31, no. 2 (July 2006): 135–52. http://dx.doi.org/10.1080/01933920500493639.

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31

Hamm, Ellen M., and Kelly A. Harper. "The Role of RtI in a Kindergarten Enrichment Program." Reading & Writing Quarterly 30, no. 1 (November 15, 2013): 32–50. http://dx.doi.org/10.1080/10573569.2012.702044.

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32

Perry, Daniel. "Resource development for geriatric curriculum enrichment and program development." American Journal of Medicine 97, no. 4 (October 1994): S33—S34. http://dx.doi.org/10.1016/0002-9343(94)90208-9.

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33

Bruno, Rosa Maria, Francesco Stea, Rosa Sicari, Lorenzo Ghiadoni, Stefano Taddei, Andrea Ungar, Ubaldo Bonuccelli, et al. "Vascular Function Is Improved After an Environmental Enrichment Program." Hypertension 71, no. 6 (June 2018): 1218–25. http://dx.doi.org/10.1161/hypertensionaha.117.10066.

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34

Brigandi, Carla B. "Fidelity of Implementation for an Evidence-Based Enrichment Practice." Journal of Advanced Academics 30, no. 3 (July 11, 2019): 268–97. http://dx.doi.org/10.1177/1932202x19862686.

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Children with gifts and talents benefit from participation in programs grounded in research-based models. Implementation fidelity, however, is a potential moderator of intended benefits. The purpose of this study was to examine one teacher’s fidelity of implementation for Type III Enrichment, an evidence-based gifted education practice and component of Renzulli’s Enrichment Triad Model and Renzulli and Reis’s Schoolwide Enrichment Model. Findings indicated the gifted education teacher implemented Type III Enrichment with fidelity; she adhered to recommended structures and processes, which she skillfully implemented, and student participants were responsive and engaged in the learning process. Audience impact was adversely affected by duration of the one-semester program. In addition, findings indicated the teacher supplemented recommended processes and these supplemental activities influenced student engagement in positive ways.
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35

Yavuz, Olcay, Jennifer Parzych, and Margaret Generali. "A Systematic Approach to Exploring College and Career Readiness Program Needs Within High-Poverty Urban Public Schools." Education and Urban Society 51, no. 4 (September 5, 2017): 443–73. http://dx.doi.org/10.1177/0013124517727054.

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This quantitative correlational study was designed to investigate whether the core and enrichment college readiness program needs within high-poverty urban schools significantly varied with respect to grade level and stakeholder perceptions. Statistically significant differences were discovered in parent, student, and faculty perceptions in core and enrichment programs related to high-poverty urban school needs. The findings provide valuable information about how to design student academic and counseling services strategically and effectively to increase college and career readiness for low-income, urban students. Findings also provide effective strategies for school leaders, educators, and counselors regarding urban school college and career readiness program needs so that resources can be intentionally distributed in areas of greatest importance.
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36

Schlichter, Carol L., Martha J. Larkin, Alexander B. Casareno, Edwin S. Ellis, Madeleine Gregg, Phyllis Mayfield, and Barbara S. Rountree. "Partners in Enrichment Preparing Teachers for Multiple Ability Classrooms." TEACHING Exceptional Children 29, no. 4 (March 1997): 4–9. http://dx.doi.org/10.1177/004005999702900401.

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Imagine first-year teachers who provide enrichment through instruction that is learner centered and hands on and that challenges students' creative and critical thinking. Also imagine that these teachers are providing such enrichment to all students in both general and special education programs. Further, imagine an innovative teacher-education program where preservice teachers team with general elementary and special education classroom mentors to teach students with a wide range of talents and abilities, including those with average and above average abilities, as well as students with mild learning or behavior problems.
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37

Wasserman, Erin. "High School Enrichment: Scientific Research." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1267. http://dx.doi.org/10.1107/s2053273314087324.

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Science Research is a three-year program that offers gifted students the opportunity to journey into scientific research under the apprenticeship of a research mentor, where they can gain an understanding of the underpinnings of modern scientific research – an opportunity that most high school students do not encounter in their formal science coursework. Come learn about this program, which skillfully marries the ideas of experiential learning and social experience, which is supported and structured by classroom learning. The talk will include information about the classroom course, which serves as a support system for the literacy skills needed to successfully design an original project, independently. In addition, an example of a high school crystallography partnership project will be presented. "Senior scientists (e.g., teachers, researchers, etc.) and students working together in a mutual learning process is the strongest model for student retention and personal involvement in science. Furthermore, there is no better way to excite students and to insure their continued involvement in scientific pursuits than to give them individualized active engagement and ownership of part of a creative scientific activity at an early stage in their development." Science Research provides a unique opportunity for students to join a professional laboratory where advanced skills and critical thinking strategies are developed with concomitant support from their school in the development of college-level scientific learning skills and an understanding of the true meaning of scientific inquiry.
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38

Steele, Shirley. "Nurse Case Management in a Rural Parent-Infant Enrichment Program." Issues in Comprehensive Pediatric Nursing 14, no. 4 (January 1991): 259–66. http://dx.doi.org/10.3109/01460869109009043.

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39

Roberts, Lisen C., and Michael Lane Morris. "An Evaluation of Marketing Factors in Marriage Enrichment Program Promotion." Family Relations 47, no. 1 (January 1998): 37. http://dx.doi.org/10.2307/584849.

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40

Quintanilla, Glenda, and Thomas Packard. "A participatory evaluation of an inner-city science enrichment program." Evaluation and Program Planning 25, no. 1 (February 2002): 15–22. http://dx.doi.org/10.1016/s0149-7189(01)00045-3.

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41

Hardy, V. D. "Premedical enrichment program at East Carolina University School of Medicine." Academic Medicine 74, no. 4 (April 1999): 373–5. http://dx.doi.org/10.1097/00001888-199904000-00028.

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42

Villarejo, Merna, and Amy E. L. Barlow. "EVOLUTION AND EVALUATION OF A BIOLOGY ENRICHMENT PROGRAM FOR MINORITIES." Journal of Women and Minorities in Science and Engineering 13, no. 2 (2007): 119–44. http://dx.doi.org/10.1615/jwomenminorscieneng.v13.i2.20.

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43

Sofras, Pamela Anderson, and Ambre Emory-Maier. "Dance Educator Enrichment Program (DEEP): A Model for Professional Development." Journal of Dance Education 5, no. 3 (July 2005): 90–96. http://dx.doi.org/10.1080/15290824.2005.10387291.

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44

Vigil M. Batuctoc, Leo. "EFFECTIVENESS OF METACOGNITION-BASED READING ENRICHMENT PROGRAM TO STUDENTS READING COMPREHENSION." International Journal of Advanced Research 9, no. 02 (February 28, 2021): 111–35. http://dx.doi.org/10.21474/ijar01/12425.

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The main focus of this study is to determine the effectiveness of the metacognition-based reading enrichment program to the students reading comprehension. The pretest-posttest non-equivalent control group design which falls under the quasi-experimental design was used. On the test of significant difference between the formative test mean scores of the experimental and comparison groups, it was found out that the formative tests had significant effect to the respondents reading comprehension. Moreover, based on the computed Cohens d value, the lessons have a small top medium effect size. It was revealed that there is a significant difference between the posttest mean scores of the experimental and comparison groups at 0.01 level of significance. Moreover, based on the computed Cohens d value of 0.98, the effect size of the metacognition-based reading enrichment program to the students reading comprehension based on the posttest is large. There is a significant difference between the formative test mean scores of the students in the comparison and experimental group under the metacognition-based reading enrichment program. Furthermore, Cohens effect size values suggested a small to medium practical significance. There is a significant difference between the posttest mean scores of the students in the comparison and experimental group under the metacognition-based reading enrichment program. Furthermore, Cohens effect size value (d=0.98) suggested a substantial effect of the metacognition-based reading enrichment program to the respondents reading comprehension. As for the recommendations, it was noted that there is a need for English teachers to integrate the instruction of metacognitive strategies, as it helps in improving students reading comprehension.
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45

Duncan, Stephen F., and Geneva Brown. "Renew: A Program for Building Remarried Family Strengths." Families in Society: The Journal of Contemporary Social Services 73, no. 3 (March 1992): 149–58. http://dx.doi.org/10.1177/104438949207300303.

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In designing educational programs to help remarried families, family practitioners usually focus on the unique problems of this family type, often ignoring possible or potential strengths. It is counterproductive to focus only on the problems of a family type that is increasing in numbers. This article describes RENEW, a home-based family enrichment program designed specifically to help remarried families recognize and develop their special strengths. Suggestions for implementation are offered.
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46

Wu, Jiaxi, Enyi Jen, and Marcia Gentry. "Validating a Classroom Perception Instrument for Gifted Students in a University-Based Residential Program." Journal of Advanced Academics 29, no. 3 (March 22, 2018): 195–215. http://dx.doi.org/10.1177/1932202x18764450.

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Summer enrichment and residential programs can provide gifted students with positive social interactions and challenging curricula. However, little research has focused on gifted students’ perceptions of the learning environment in such programs. This research project evaluated the psychometric properties and practical applications of the Student Perceptions of Classroom Quality ( SPOCQ) instrument. The two studies used a total sample of 1,492 diverse, gifted students in Grades 5 through 12 who participated in a university-based enrichment residential program from 2010 through 2013. Confirmatory factor analysis results indicated that although the original model was a moderately good fit for the gifted student participants in 2010 to 2011, some items on the SPOCQ were classroom specific and did not apply to residential programs. Therefore, those items were revised and retested, and results showed that the modified model was a better fit for gifted student participants in 2012 to 2013.
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47

Olenchak, F. Richard. "Effects of Enrichment on Gifted/Learning-Disabled Students." Journal for the Education of the Gifted 18, no. 4 (October 1995): 385–98. http://dx.doi.org/10.1177/016235329501800403.

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Students who are concomitantly gifted and learning disabled continue to present educators with a significant quandary regarding programming. While previous studies have concentrated on the disabilities of students, this analysis focuses on their personal strengths. The present study was undertaken to determine the effects of a highly structured, personally tailored enrichment program on the attitudes, self-concepts, and creative productivity of 108 gifted/LD youngsters enrolled in the fourth through sixth grades. Results indicate that year-long participation in such a program had significant positive impact on attitudes toward school, self-concept, and creative production.
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48

Hussey-Gardner, Brenda, Abigail McNinch, Jean Anastasi, and Melanie Miller. "Early Intervention Best Practice: Collaboration Among an NICU, an Early Intervention Program, and an NICU Follow-up Program." Neonatal Network 21, no. 3 (April 2002): 15–22. http://dx.doi.org/10.1891/0730-0832.21.3.15.

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Maryland’s PRemature Infant Developmental Enrichment (PRIDE) program is a collaborative endeavor between the University of Maryland Medical Systems (UMMS) and the Baltimore Infants and Toddlers Program (BITP). This article discusses the components of Maryland’s PRIDE, the program’s implications for nursing, and recommendations for replication.
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49

Zubaidah, Zubaidah. "TARQIYYATU KAFAATI AL LUGHATI AL ARABIYYATI LADA AL THOLABI AL JAIZATI 'ALA AL MINHAH AL DIRASIYAH BIDIK MISI MIN KHILALI BARNAMIJI AL ITSRAI AL LUGHAWI BI JAMIATI BUKIT TINGGI AL ISLAMIYYATI AL HUKUMIYYATI." Al-Arabi: Journal of Teaching Arabic as a Foreign Language 3, no. 2 (January 8, 2020): 133. http://dx.doi.org/10.17977/um056v3i2p133-148.

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الملخص: تهدف هذه الدراسة إلى وصف تنفيذ تعلم اللغة العربية من خلال برنامج إثراء اللغة للطلاب الحاصلين على منحة Bidik Misi في IAIN Bukittinggi ووصف تحسين مهاراتهم في اللغة العربية بعد المشاركة في برنامج الإثراء. هذا البحث هو دراسة وصفية نوعية. تم الحصول على بيانات البحث من مستفيدي Bidik Misi للمنح الدراسية المشاركين في برنامج إثراء اللغة، والمحاضرين العرب في البرنامج، ومديري البرامج. البيانات التي تم الحصول عليها عن طريق المقابلة والاختبار والمراقبة. وكانت أدوات جمع البيانات المستخدمة الاستبيانات، المبادئ التوجيهية للمقابلة، وصحائف الملاحظة. استخدم محللو البيانات تقنيات تحليل البيانات النوعية. تتم معالجة البيانات النوعية من خلال مراحل جمع البيانات، وخفض البيانات، وعرض البيانات، والتحقق من البيانات، والاستدلال. أظهرت النتائج أن تعلم اللغة العربية في برنامج الإثراء اللغوي تم تنفيذه جيدًا على الرغم من وجود بعض أوجه القصور التي يجب تصحيحها. بالإضافة إلى ذلك، زادت قدرة اللغة العربية لغالبية المشاركين في برنامج الإثراء بشكل كبير. الكلمات الرأسية: كفاءة اللغة العربية، Bidik Misi، الإثرا اللغوي Abstract: This study aims to describe the implementation of Arabic learning through the Language Enrichment Program for students receiving Bidik Misi scholarships at IAIN Bukittinggi and describe the improvement of their Arabic language skills after participating in the enrichment program. This research is a qualitative descriptive study. The research data were obtained from Bidik Misi scholarship recipients participating in the language enrichment program, Arabic lecturers in the program, and program managers. Data obtained by interview, test and observation. Data collection instruments used were questionnaires, interview guidelines, and observation sheets. Data analysts used qualitative data analysis techniques. Qualitative data is processed through the stages of data collection, data reduction, data presentation, data verification, and inference. The results showed that learning Arabic in the language enrichment program was carried out well although there were some deficiencies that had to be corrected. In addition, the ability of Arabic for the majority of participants in the enrichment program increased significantly. Keywords: Arabic Language Ability, Bidik Misi, Language Enrichment Program Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran bahasa Arab melalui Program Pengayaan Bahasa bagi mahasiswa penerima beasiswa Bidik Misi di IAIN Bukittinggi dan mendeskripsikan peningkatan kemampuan berbahasa Arab mereka setelah mengikuti program pengayaan tersebut. Penelitian ini adalah penelitian deskriptif kualitatif. Data penelitian diperoleh dari mahasiswa penerima beasiswa Bidik Misi peserta program pengayaan bahasa, para dosen pengajar bahasa Arab pada program tersebut, dan pengelola program. Data diperoleh dengan cara wawancara, tes, dan pengamatan. Instrumen pengumpul data yang digunakan adalah angket, pedoman wawancara, dan lembar pengamatan. Analis data menggunakan teknik analisis data kualitatif. Data kualitatif diolah melalui tahapan pengumpulan data, reduksi data, penyajian data, verifikasi data, dan penyimpulan. Hasil penelitian menunjukkan bahwa pembelajaran bahasa Arab pada program pengayaan bahasa terlaksana dengan baik meskipun terdapat beberapa kekurangan yang harus diperbaiki. Di samping itu, kemampuan bahasa Arab mayoritas peserta program pengayaan meningkat secara signifikan. Kata Kunci: kemampuan bahasa Arab, bidik misi, pengayaan bahasa
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Renzulli, Joseph S., and Sally M. Reis. "A virtual learning application of the schoolwide enrichment model and high-end learning theory." Gifted Education International 28, no. 1 (January 2012): 19–40. http://dx.doi.org/10.1177/0261429411424382.

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Remarkable advances in instructional communication technology (ICT) have now made it possible to provide high levels of enrichment services to students online. This paper describes an Internet-based enrichment program based on a high-end learning theory that focuses on the development of creative productivity through the application of knowledge rather than the mere acquisition and storage of knowledge. The program, called Renzulli Learning System (RLS), extends the pedagogy of the Schoolwide Enrichment Model (SEM) to various forms of enrichment as well as first-hand investigative and creative endeavors. In this paper, a brief overview is provided about the SEM, the organizational framework upon which the RLS is based. This section will be followed by summaries of the Three-Ring Conception of Giftedness and the Enrichment Triad Model, the two theories underlying SEM, and the final section presents a detailed description of the RLS.
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