Serving the Underserved in the Head Start Population: The Bright/Gifted/Talented. Program Performance Report.

Institution	Illinois Univ., Urbana. Inst. for Child Behavior and Development.
Titel	Serving the Underserved in the Head Start Population: The Bright/Gifted/Talented. Program Performance Report.
Quelle	(1985), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Creative Thinking; Gifted; Outcomes of Education; Parent Participation; Preschool Education; Productive Thinking; Professional Training; Program Effectiveness; Skill Development; Standardized Tests; Talent; Talent Development; Talent Identification; Volunteer Training + Suchen Sie Ihr Suchwort? Kreatives Denken; Begabter, Hoch Begabter; Lernleistung; Schulerfolg; Elternmitwirkung; Pre-school education; Vorschulerziehung; Produktives Denken; Berufliche Fachbildung; Berufliche Fortbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Standadised tests; Standardisierter Test; Begabung; Hochbegabung; Begabtenförderung; Talentförderung; Begabtenanalyse; Talentsuche; Freiwilliges Betriebspraktikum
Abstract	The Bringing Out Head Start Talents (BOHST) project modified existing materials and procedures from the Retrieval and Acceleration of Promising Young Handicapped and Talented (RAPYHT) model in order to train Head Start personnel, parents, and volunteers to identify and program for Head Start children who are functionally or potentially bright/gifted/talented. The five components of the BOHST project are described: (1) general programming (to enrich thinking skills), (2) identification of talent or gifts, (3) talent programming (in such areas as art, music, reading, science, mathematics, psychomotor ability), (4) parent programming, and (5) transition to public schools. Program results are reported for an intervention group (N=234) whose staff and parents received complete BOHST training, and for a control group (N=212). Those from each group identified as bright/gifted/talented (N=24 and N=18, respectively) were administered a pre/post-test battery, as were an additional set of nonidentified children from both groups. Among reported results were the following: on the "Torrance Thinking Creatively in Action and Movement" test, children in the comparison group had substantial decreases on posttest scores, while scores of both groups of children in the intervention group increased; on the Kaufman Assessment Battery for Children, both identified children (gifted/bright/talented) and nonidentified children made gains over their comparison group counterparts. (JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC