Prairie Restoration Project: Alternatives for Identifying Gifted Students

Autor/inn/en	Salisbury, Katie E.; Rule, Audrey C.; Vander Zanden, Sarah M.
Titel	Prairie Restoration Project: Alternatives for Identifying Gifted Students
Quelle	In: Middle School Journal, 47 (2016) 2, S.13-22 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2016.1102599
Schlagwörter	Academically Gifted; Talent Identification; Middle School Students; Urban Schools; Interdisciplinary Approach; Learning Activities; Thinking Skills; Service Learning; Environmental Education; Knowledge Level; Student Attitudes; Wildlife; Natural Resources; Ecology; Conservation (Environment); Pretests Posttests; Likert Scales; Observation; Statistical Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Begabtenanalyse; Talentsuche; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernaktivität; Denkfähigkeit; Service-Learning; Umweltbildung; Umwelterziehung; Umweltpädagogik; Wissensbasis; Schülerverhalten; Natural Ressource; Natürliche Ressource; Ökologie; Conservation; Environment; Konservierung; Bewahung; Umwelt; Likert-Skala; Beobachtung; Statistische Analyse; Qualitative Forschung
Abstract	An authentic, challenging curriculum engaged middle school students from an urban district in exploratory work related to restoring a small prairie at the school. Integrated science-literacy-arts activities were coupled with a system of thinking skills that helped students view issues from different perspectives. Impassioned guest speakers and an enthusiastic teacher inspired students to build a relationship with the content, express their ideas creatively, interact with each other on student-designed projects, and to assume a leadership stance. Middle school students of all academic levels would benefit from teachers implementing similar subject-integrated, real-world-connected work in their classrooms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01