5.8.1 The Impact of Outside-of-School Learning: Insights from “Super Users” of Supplemental Gifted Programs

Schools help nurture academic talent, but most schools only have the capacity to provide an introduction to domains and fields of study. To receive more differentiated, enriched, and advanced learning opportunities, numerous talented students and their parents have embraced supplementary educational programs, which take place outside-of-school. Researchers interviewed 60 students who took supplemental enrichment and accelerated courses and explored how the experiences informed in-school learning, including course placement, achievement, and social-emotional development. Findings suggest supplemental opportunities can be used to support talent development in school. Presenters share results and recommendations for strengthening in-school and outside-of-school connections.

Author(s):

Susan Corwith
s-corwith@northwestern.edu
Northwestern University
United States

Susan Corwith, Ph.D., is an associate director of the Center for Talent Development at Northwestern University. Dr. Corwith has extensive experience in gifted program design and evaluation, talent development, and advocacy. She earned her Ph.D. from the University of Wisconsin-Madison, USA, in educational leadership and policy analysis with an emphasis on high-quality programs for gifted students. For over 20 years Dr. Corwith has been active in the field of gifted education, working as a K-12 educator, gifted program coordinator, administrator and researcher. She is also an instructor in the School of Education and Social Policy at Northwestern.