INCORPORATING A SMALL-GROUP AFFECTIVE CURRICULUM MODEL INTO A DIVERSE, SUMMER PROGRAM FOR TALENTED YOUTH: A DESIGN BASED RESEARCH STUDY
Date of Award
Doctor of Philosophy (PhD)
Sidney M Moon
Committee Member 1
Committee Member 2
Kristina Ayers Paul
In this study, I used Design-Based Research (DBR), as a methodological framework, to guide the development and implementation of the GERI Affective Model into a diverse, university-based, summer enrichment residential program for talented youth. The purposes of this study were to build an evidence-based affective intervention, to explore how participation in the affective curriculum influenced high-ability students' social and emotional development and to use the results to refine the GERI Affective Model before dissemination. This research included two phases, an initial design phase in 2012 to 2013 and an outcome study in 2014. In the initial design phase, I designed the prototype of the Model, collected field notes to document what need to change in 2012, and used the notes with the program evaluation data in 2012 to revise the Model. I re-implemented it in 2013. The results, from the student surveys in 2013 (n =377, almost 100%) supported that the GERI Affective Model in 2013 was robust. In 2014, I re-implemented the similar Model in 2013and investigated outcomes. The participants of the outcome study were the professional trainer (n =1), discussion group facilitators (n = 24), and high-ability students (n = 101) from several countries who participated in the 2014 summer program.
Jen, Enyi, "INCORPORATING A SMALL-GROUP AFFECTIVE CURRICULUM MODEL INTO A DIVERSE, SUMMER PROGRAM FOR TALENTED YOUTH: A DESIGN BASED RESEARCH STUDY" (2015). Open Access Dissertations. 1120.