Community Problem Solving Works for Middle Level Students

Bohnenberger, Jann E.; Terry, Alice W.

doi:10.1080/00940771.2002.11495335

Cited by 10 publications

(3 citation statements)

References 4 publications

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“…The most accessible sources to teachers concerning these programs are promotional materials (e.g., Devito, 2001) or descriptions in the professional literature (e.g., Bohnenberger & Terry, 2002). Articles in research journals are sparse.…”

Section: Research Accessibilitymentioning

confidence: 99%

Outcomes of Creativity Training Programs

Hunsaker

2005

Gifted Child Quarterly

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How much confidence, based on recent research evidence, can educators have in using creativity training programs in their classrooms? In general, little research has been done since the significant reviews conducted 5 years ago, and much of the research is inaccessible to teachers. Research continues to focus primarily on using strategies in classrooms. Some research is beginning to look at aspects of the creative person, product, and environment, but more could be done to look at the interactions among these. The continued emphasis on classroom strategies raises concerns about the failure by researchers to address issues of strategy transfer to other environments.

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Section: Research Accessibilitymentioning

confidence: 99%

Outcomes of Creativity Training Programs

Hunsaker

2005

Gifted Child Quarterly

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“…In the opening years of the 21st century, service learning is enjoying the spotlight in educational reform (Bohnenberger & Terry, 2002). The fact that service learning has been supported by liberals and conservatives alike, is reflective of the interest service learning has gleaned in recent years (Terry, 2000).…”

Section: Service Learning and Educational Reformmentioning

confidence: 99%

Blueprint for Incorporating Service Learning: A Basic, Developmental, K-12 Service Learning Typology

Terry¹,

Bohnenberger²

2004

Journal of Experiential Education

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Citing the need for a basic, K-12 developmental framework for service learning, this article describes such a model. This model, an inclusive typology of Tirvice learning, distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action. The authors correlate this typology to Piaget's cognitive developmental stages tying in Bradley's three-factor Criteria for Assessing Levels of Reflection. Two types of service, direct and indirect, are explained. Implications for education, research, and the community are discussed.

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“…Family and community members can be living textbooks for oral history projects (Carter, 1995;McCarthy, 2003;Wyatt, 2001). School and community needs can be catalysts for powerful service learning experiences (Bohnenberger & Terry, 2002;Harris & Harris, 2007;Kesson & Oyler, 1999;Laroder, Tippins, Handa, & Morano, 2007). Teachers should brainstorm potential curricular resources in the school and community-individuals, businesses, museums, historical sites, parks-and they should include students in this process.…”

Section: Leverage the Localmentioning

confidence: 99%