An Early Glimpse: Service Learning from an Adolescent Perspective

Terry, Alice W.

doi:10.4219/jsge-2000-624

Cited by 25 publications

(33 citation statements)

References 17 publications

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“…This method allows for more reliable results and a reduction in measurement error (Terry, 2000). Furthermore, this increased precision can be achieved with fewer classmates than are needed for the limited-choice nominations (Terry, 2000). The mean rate of participation across classrooms was 84% (range = 68% – 94%; number of reporters = 8 – 22), which is well within the acceptable range (Keane & Calkins, 2004).…”

Section: Methodsmentioning

confidence: 99%

Testing a developmental cascade model of emotional and social competence and early peer acceptance

et al. 2010

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A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children's externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait-multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children's externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, though higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children's early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood.Conceptual models of child development and adaptive functioning have often approached the understanding of early competency by examining within domain predictors of developmental phenomena or have focused on stability of early emerging skills (Rubin, Bukowski, & Parker 2006;Tremblay, 2003). However, the significance of cross-domain influences (Calkins & Bell, 2010) and bidirectional processes (Masten et al., 2005) has recently garnered attention, particularly within the field of developmental psychopathology, because of the promise that such approaches offer an understanding of how early developmental phenomena influence and are influenced by separate, but perhaps related, processes. This approach is particularly useful in trying to understand complex developmental phenomena, like social competence, psychological functioning, and academic achievement outcomes that are clearly the product of numerous skills and abilities that likely emerge over time and may operate bidirectionally (Burt, Obradovic, Long, & Masten, 2008; Howse, Calkins, Anastopolous, Keane, & Shelton, 2003 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript psychopathology perspective, advocating an organizational view of development in which multiple factors, or levels of a given factor, are considered in the context of one another, rather than in isolation (Cicchetti & Dawson, 2002;Cicchetti & Rogosch, 1996;Cicchetti & Schneider-Rosen, 1986) is consistent with such "cascade" models of early development. Cascade models of early development also have the potential to meet one of the fundamental tenets of developmental psychopathology, which is to understand pathways to both typical and atypical outcomes.Early social competence and successful peer relationships have long been considered a hallmark of adaptive functioning in early childhood. For example, numerous negative outcomes have been associated with peer rejection, including early conduct problems, later adolescent disorders, school...

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Section: Methodsmentioning

confidence: 99%

Testing a developmental cascade model of emotional and social competence and early peer acceptance

et al. 2010

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“…Key findings from the available studies on service-learning and academically talented learners are available below. • Terry (2000) found service-learning to be a useful methodology to develop leadership skills in gifted children. • Delisle & Galbraith (2002) and Sayler (1997) found that service-learning methods help to stimulate the emotional and social needs of gifted children.…”

Section: Service-learning and Academically Talented Learnersmentioning

confidence: 99%

Community Service Self-Efficacy and Summer Service-Learning: Comparative Analyses Among Academically Talented Youth

Stewart

Bai

2010

Gifted Education International

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This article presents findings from a pre-/post-comparative study of the levels of community service selfefficacy of academically-talented adolescents enrolled in a summer academic camp. Students required to complete community service activities as part of their social science-based community service-learning class are compared to students in humanities and science courses, which did not include a civic education component. Findings revealed significant overtime changes in community service selfefficacy scores for students who participated in the service-learning program as compared to those who did not complete a service-learning experience.

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“…Or by giving them a speech they will actually deliver to a real audience? High levels of service-learning have been shown to provide gifted students with opportunities to exhibit high levels of creativity, responsibility, reflective judgment, self-awareness, empathy for others, and autonomy of thought and action (Terry, 2000(Terry, , 2003.…”

Section: Reflectmentioning

confidence: 99%

“…They develop complex problemsolving skills, enhance their awareness of civic issues, increase their motivation to engage in social issues, gain new understanding and respect for diversity, and attain advanced communication skills, the ability to connect knowledge across the disciplines, and the perseverance to overcome obstacles (Lee, Olszewski-Kubilius, Donahue & Weimholt, 2008;Terry, 2000Terry, , 2003Terry & Bohnenberger, 2003).…”

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confidence: 99%

“…The highest level, Community-Action, is an effective curriculum for gifted students, exposing them to community problems and encouraging them to creatively solve those problems in a socially constructive manner (Terry & Bohnenberger, 2004). High levels of service-learning have been shown to promote self-efficacy in gifted students (Terry, 2000(Terry, , 2003Terry & Bohnenberger, 2003). Self-efficacy refers to one's perception that he or she can bring about certain desired outcomes.…”

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confidence: 99%

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Students Make Sure the Cherokees are Not Removed … Again: A Study of Service-Learning and Artful Learning in Teaching History

Terry

Panter²

2011

Journal for the Education of the Gifted

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An Early Glimpse: Service Learning from an Adolescent Perspective

Cited by 25 publications

References 17 publications

Testing a developmental cascade model of emotional and social competence and early peer acceptance

Testing a developmental cascade model of emotional and social competence and early peer acceptance

Community Service Self-Efficacy and Summer Service-Learning: Comparative Analyses Among Academically Talented Youth

Students Make Sure the Cherokees are Not Removed … Again: A Study of Service-Learning and Artful Learning in Teaching History

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