| Abstract: | The purpose of this study was to examine the effects of the NER (Namsefnisradgjofin) gifted enrichment programme in Iceland (1985-96). Of the 200 teacher-selected children (aged 6-16), 138 took part and 62 refused. In 2000, the outcomes for participants ( n = 111) and equally suitable non-participants ( n = 63) were compared by postal questionnaire designed by Freeman, previously used in Britain and Finland (Freeman, 2001; Ojanen & Freeman, 1994). The NER programme was successful in that participants did better than non-participants at school. However, participants were already in a better educational position because of superior home backgrounds and higher motivation to succeed. Unfortunately, teachers did not always pick up on these improved achievements, so beneficial effects too often dissipated. Suggestions are made for close cooperation between schools and both programme and home to obtain the best results for the gifted. |
