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Long-Term Effects of an Enrichment Program Based on the Purdue Three-Stage Model.
Peer reviewed Peer reviewed
Moon, Sidney M.; And Others – Gifted Child Quarterly, 1994
This retrospective study evaluated an elementary pull-out program based on the Purdue Three-Stage Model. Perceptions of students and families when the students were seniors in high school indicated the program was seen as having a long-term positive impact on the cognitive, affective, and social development of most participating students.…
Descriptors: Elementary Education, Followup Studies, Gifted, High Schools
The Effect of Special versus Regular Classroom Programming on Higher Cognitive Processes of Intermediate Elementary Aged Gifted and Average Ability Students.
Peer reviewed Peer reviewed
Roberts, Christopher; And Others – Journal for the Education of the Gifted, 1992
Evaluation of a schoolwide enrichment and resource room enrichment program on problem solving/problem finding for gifted children in grades 3-5 found that the gifted students involved made significantly greater gains than did average ability students receiving the special treatment and significantly greater gains than did gifted students receiving…
Descriptors: Academic Achievement, Cognitive Processes, Elementary Education, Enrichment Activities
Case-by-Case Reintegration of Students with Learning Disabilities.
Peer reviewed Peer reviewed
Fuchs, Douglas; And Others – Elementary School Journal, 1992
Evaluated a five-month effort to prepare students with disabilities to move from a resource room into a regular classroom for math instruction. Preparation included use of curriculum-based measurement and transenvironmental programing. Results indicated that the experimental procedures contributed to students' positive attitudes and confidence.…
Descriptors: Academic Achievement, Behavior Disorders, Elementary Education, Grades (Scholastic)