Community Activism as Curriculum: How to Meet Gifted Students' Needs While Creating Change

Autor/in	Beason-Manes, Ashley D.
Titel	Community Activism as Curriculum: How to Meet Gifted Students' Needs While Creating Change
Quelle	In: Gifted Child Today, 41 (2018) 1, S.19-27 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/1076217517735353
Schlagwörter	Activism; Educational Change; Gifted; Student Needs; Learning Experience; Creativity; Problem Solving; Student Attitudes; Student Empowerment; Curriculum Design; Service Learning; Social Capital; Curriculum Implementation; Middle School Students; Kansas + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Bildungsreform; Begabter, Hoch Begabter; Lernerfahrung; Kreativität; Problemlösen; Schülerverhalten; Studienberechtigung; Lehrplangestaltung; Service-Learning; Sozialkapital; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Gifted middle school students in sixth, seventh, and eighth grades engaged with a community activism curriculum designed and implemented by the author, their gifted education facilitator, as part of their gifted programming. This authentic learning experience asked students to follow a creative problem-solving process that fostered thoughtful problem-solving and successful action plans. Participating students reported feeling empowered by the experience of creating lasting positive change in their community and even altered their own expectations of learning experiences in school. This article explores the perspective of the practitioner and ways of successfully implementing such a curriculum. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01