Teachers' Evaluations of an English After-school Enrichment Program for Gifted Middle School Students

Abstract

This study describes teachers' evaluations of an English after-school enrichment program for gifted middle school students. The data is comprised of surveys and interviews with participating instructors. Briefly, according to instructors, gifted students were characterized by a superior linguistic proficiency and task commitment, higher levels of thinking, and fast-paced information processing. In the light of an instructional approach, unlike that of a regular classroom, the instructors took a student-centered approach in which they facilitated student learning in group work which promoted discussions and presentations. They also adopted advanced content and promotion of critical thinking as their major instructional strategies. Lastly, in their evaluation of the program, they were proud that the program served as a unique learning community for gifted students. They, however, delineated a number of problems: lack of integration in coursework, absence of teacher development, and heavy workloads. The study concludes with implications and future direction of research.