PROJECT PATS: "Potentially Academically Talented Students." Final Technical Report, 10/1/80-6/30/82.

Autor/inn/en	Pfeffer, J. S.; und weitere
Institution	Montgomery County Intermediate Unit 23, Blue Bell, PA.
Titel	PROJECT PATS: "Potentially Academically Talented Students." Final Technical Report, 10/1/80-6/30/82.
Quelle	(1982), (91 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum; Disadvantaged Youth; Elementary Education; Gifted Disadvantaged; Higher Education; Models; Pilot Projects; Private Schools; Program Descriptions; Program Development; Program Evaluation; Public Schools; Records (Forms) + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Benachteiligter Jugendlicher; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Pilot project; Modellversuch; Pilotprojekt; Private school; Privatschule; Programmplanung; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Formularsammlung
Abstract	The final report describes a 2-year pilot project to identify and program for disadvantaged potentially gifted students in grades 5-8. Two goals of the program are stated: (1) to establish a working partnership among public and nonpublic schools and higher education; and (2) to integrate disadvantaged potentially gifted with nondisadvantaged gifted students. Discussed are such aspects of the partnership model as four problems (e.g. bureaucratic obstacles), use of Pennsylvania State University as the site, and six project objectives (e.g. field testing of inservice strategies for local education agencies to deal effectively with disadvantaged gifted students). The first year is described in terms of four gaps (e.g. lack of trained staff); identification problems such as questionnaire wording; and programming consisting of spring courses, taught by university faculty, in mythology, mathematics, physics, and chemistry for grades 5-8, with 15 students in each course; and summer courses consisting of creative dramatics and physics for grades 5-6, architecture and Italian for grades 7-8, and swimming and counseling for all. Reported for the second year are evaluation of the first year with such changes as questionnaire rewording, and programmatic change consisting of offering only to grades 5-6 courses in "Wellth" (well plus health), creativity in art, mythology, architectural engineering, and peer counseling. Parent, faculty and student reactions are reviewed with favorable results and some criticism (e.g. need for faculty orientation). Five lessons from both years and six highlights such as success of the partnership model complete the report. Included in 13 appendixes are teacher questionnaires, intake forms for students and parents, a student followup form, and end-of-program parent and student evaluation questionnaires. (MC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01