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Descriptors:
Gifted; Academic Achievement; Individual Differences; Summer Programs; Self Concept; Incidence; Academic Ability; Longitudinal Studies; Self Esteem; Program Effectiveness; Gender Differences; Measures (Individuals); Secondary School Students; Social Differences; Factor Analysis; Statistical Analysis

Abstract:
The purposes of this study were to (a) examine the presence and prevalence of the big-fish-little-pond effect (BFLPE) in summer programs for the gifted, (b) identify group and individual difference variables that help predict those who are more susceptible to the BFLPE, and (c) put the possible BFLPE on academic self-concept in a larger context of self-concept stability and change during adolescence. Longitudinal data were gathered from adolescents participating in a summer program for the gifted over a 3-year period. The results indicate no prevalent patterns of declines in academic self-concepts after participating in summer programs, though suspected cases of BFLPE can be identified, and there was evidence pointing to the moderation of the BFLPE by gender and self-esteem. Longitudinal patterns of self-concept stability and change also show no consistent pattern of long-term effects on self-concept. Implications of these findings are discussed that highlight developmental, social, and individual conditions under which the BFLPE may exert itself and conditions under which it may be mitigated. (Contains 6 tables, 5 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academically Gifted; Cognitive Ability; Student Attitudes; Measures (Individuals); Residential Programs; Child Rearing; Parenting Styles; Factor Analysis; Multiple Regression Analysis; Questionnaires; Age Differences; Gender Differences; Racial Differences; Summer Programs; Preadolescents; Adolescents; Elementary School Students; High School Students

Abstract:
Children whose parents are warm and responsive yet also set limits and have reasonable expectations for their children tend to have better outcomes than their peers whose parents show less warmth and responsiveness, have low expectations, or both. Parenting behavior is related to family race and children's sex, age, and cognitive ability. However, there is no work that examines how children's cognitive abilities are related to their perceptions of their mothers' and fathers' parenting styles and the extent to which these relationships are moderated by race, sex, and age in a sample of gifted students. Participants (N = 332, ages 9-17 years) attended a summer residential program for gifted students and completed the Parental Authority Questionnaire and the verbal battery of the Cognitive Abilities Test. Three main findings emerged. First, factor analyses provided support for the use of the Parent Authority Questionnaire with gifted populations. Second, findings from regression analyses as well as examinations of mean differences by cognitive ability level were consistent with earlier studies suggesting that more cognitively able students were likely to perceive their parents as employing a flexible (i.e., authoritative) parenting style. Finally, consonant with earlier studies with nonidentified populations, age, sex, and race were associated with parenting styles as reported by this group of identified gifted students. Results provide further support for the notion that authoritative parenting promotes positive outcomes for children, particularly those who have been identified as gifted. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Credits; Summer Programs; Foreign Countries; Industry; Cultural Influences; Universities; Summer Schools; Foreign Students; Asians; College Faculty; Social Networks; Student Recruitment; Educational Trends; Trend Analysis; College Students

Abstract:
American-style summer programs in China, catering to Chinese-born students, have taken American universities by surprise. They are yet one more player in the complex and often opaque Chinese education industry, an industry in which American colleges are finding themselves increasingly entwined. These programs have become a booming enterprise, hiring professors from high-profile institutions, Harvard and Berkeley among them, to teach for a few weeks in the summer. They recruit Chinese students through friends and social media to check off a few college credits while visiting home, and they have persuaded American universities to accept their credits. At Indiana University at Bloomington alone, more than 175 students enrolled in 10 different programs this past summer. The private programs have allowed Chinese students to transfer credit back to the American colleges where they're enrolled, but American officials are taking a closer look. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evaluation Methods; Mentors; Science Laboratories; Student Development; International Education; Summer Programs; Health Sciences; Science Careers; Disproportionate Representation; Minority Group Students; Student Research; Undergraduate Students; Student Attitudes; Program Effectiveness; Program Evaluation; Followup Studies; Student Surveys; Attitude Measures; Outcomes of Education; Outcome Measures; Integrated Learning Systems; Open Source Technology; Computer Uses in Education; Neurosciences; Federal Programs; STEM Education; Evaluation Criteria; Alignment (Education)

Abstract:
The Old Westbury Neuroscience International Research Program (OWNIP) encourages undergraduate students from health disparities populations and underrepresented minorities to pursue careers in basic science, biomedical, clinical, and behavioral health research fields. To evaluate this program, several measures were used tracked through an online learning management system (ModdleMentors and Angel), including: science related perceptions by students; student program assessments; laboratory performance of students evaluated by mentors; and (since 2011) student performance of weekly and biweekly online deliverables, a journal entry, and a research report. Herein we describe our more broad-based approach to program evaluations of this type, including the articulation of a full program model linking key program elements with priority outcomes, and the reporting of findings from the first and second cohort of students who participated in the summers of 2010 and 2011 and the tracking of students who have participated since the inception of the program in 1994. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Summer Programs; Reading Programs; Intervention; Kindergarten; Grade 1; Elementary School Students; At Risk Students; Reading Difficulties; Alphabets; Reading Fluency; Reading Achievement; Program Effectiveness; Educational Research

Abstract:
The study reviewed in this report examined the impact of a summer literacy program on kindergarten and first-grade students who were at moderate risk for reading difficulties in one Pacific Northwest school district. The study took place through a limited expansion of an existing summer program for high-risk students that was modified to include moderate-risk students. Study authors randomly assigned 49 kindergarten students (25 intervention, 24 comparison) and 51 first-grade students (26 intervention, 25 comparison) identified as moderate-risk to either an intervention group that was invited to participate in the summer reading program, or a comparison group that did not receive the intervention. The final analytic sample consisted of 46 kindergarten students (24 intervention, 22 comparison) and 47 first-grade students (23 intervention, 24 comparison). The study found, and the What Works Clearinghouse (WWC) confirmed, a statistically significant positive effect of the summer school intervention on student outcomes in the fall of the implementation year for students in both kindergarten (effect size on the alphabetic assessment = 0.69) and first grade (effect size on the reading fluency assessment = 0.61). The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome Measures for each domain; and (3) Study findings for each domain. A glossary is included. (Contains 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Psychological Patterns; Critical Literacy; Early Childhood Education; Young Children; Civil Rights; Summer Programs; Enrichment Activities; Critical Theory; Social Theories

Abstract:
In this article, I explore emotions in relation to social justice dialogue and share vignettes to illustrate how emotions are embodied, situated and fissured, drawing upon narrative, critical sociocultural and rhizomatic theories. Data comes from a practitioner inquiry while teaching 5- and 6-year-olds in a summer enrichment program in a relatively affluent, suburban community in the southern USA. The article draws upon Micciche's notion of "doing" emotions, a view that sees emotion as a verb, something we do in relationship to one another. Analysis focuses on moments of "emotional collisions" that prompted dialogic conversations about social injustices. I initially thought emotional collisions were off task, but upon closer analysis realize these moments were the richest discussions. Situating teaching from a critical literacy stance, the data demonstrates how children are curious to explore injustices. It is beneficial for educators to embrace the emotional collisions as productive sites of social justice dialogue. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Adolescents; Teaching Methods; Cognitive Processes; Simulation; Student Attitudes; Statistical Analysis; Immersion Programs; Second Language Learning; Summer Programs; Resident Camp Programs; Cultural Activities; Aesthetics; Nonschool Educational Programs; Nonformal Education; Interviews; Qualitative Research

Abstract:
How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants' sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of "thinking space" qualities and data-driven categories of "experience space" qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program's daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Participatory Research; Engineering Education; Engineering; Middle Schools; Middle School Teachers; Scaffolding (Teaching Technique); Summer Programs; Middle School Students; Academic Achievement; Creativity; Science Education

Abstract:
This study deals with engineering education in the middle-school level. Its focus is instructors' concerns in teaching design, as well as scaffolding strategies that can help teachers deal with these concerns. Through participatory action research, nine instructors engaged in a process of development and instruction of a curriculum about energy along with engineering design. A 50-h curriculum was piloted during a summer camp for 38 middle-school students. Data was collected through instructors' materials: observation field notes, daily reflections and post-camp discussions. In addition, students' artifacts and planning graphical models were collected in order to explore how instructors' concerns were aligned with students' learning. Findings indicate three main tensions that reflect instructors' main concerns: how to provide sufficient scaffolding yet encourage creativity, how to scaffold hands-on experiences that promote mindful planning, and how to scaffold students' modeling practices. Pedagogical strategies for teaching design that developed through this work are described, as well as the ways they address the National Research Council ("A framework for K-12 science education: practices, crosscutting concepts, and core ideas." National Academies Press, Washington, DC, 2011) core ideas of engineering education and the International Technological Literacy standards (ITEA in "Standards for technological literacy," 3rd edn. International Technology education Association, Reston, VA, 2007). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Ability; Academic Aspiration; Educational Environment; Self Concept; Summer Programs; Ability Grouping; Middle School Students; High School Students; Bayesian Statistics; Intervals; Scores

Abstract:
Big-fish-little-pond effect (BFLPE) research (e.g., Marsh & Parker, 1984) has found that perceptions of academic ability are generally positively related to individual ability and negatively related to classroom and school average ability. However, BFLPE research typically relies on environmental differences as a between-subjects factor. Unlike most previous BFLPE research, the current study used group average ability as a within-subject variable by measuring student self-concept before and after high-ability students left their regular school environment to participate in a supplemental academic summer program. Results revealed that academic self-concept (ASC) and educational aspirations did not undergo significant declines when students were in the relatively higher ability environment. Even with ceiling effects limiting potential increases in ASC, participants were more than 2 times as likely to increase or maintain their ASC as they were to report declines in ASC. Further, several boosts were found in nonacademic self-concepts. Such findings indicate that BFLPEs are not necessarily associated with supplemental educational environments. (Contains 2 tables, 3 figures and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Instruction; Literacy; Grade 9; Team Teaching; Teacher Collaboration; Heterogeneous Grouping; Institutes (Training Programs); Summer Programs; Writing Strategies; Program Implementation; Formative Evaluation; Transformative Learning; Program Descriptions; Instructional Design; Teacher Education Programs

Abstract:
This article describes lessons learned about grouping by teachers and teacher educators who worked collaboratively to design and deliver a summer writing institute for a heterogeneous population of students about to begin ninth grade at an urban high school. Institute staff used co-teaching (Cook & Friend, 1995) extensively to provide support for student learners as well as to encourage professional learning about teaching writing. Such co-teaching allowed teachers to model expectations for academic tasks and behavior explicitly, create student groups that drew on multiple perspectives, approach teacher-student writing conferences deliberately, and provide extra scaffolding to youth in need of it. The article concludes with suggestions for applying the author team's insights about grouping and co-teaching to more traditionally organized literacy instruction during the academic year. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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