Effects of Service Learning on Young, Gifted Adolescents and Their Community

Abstract

This study examines the effects of the Community Action service learning project, part of the Learn and Serve America program, on gifted adolescents and their community. Using a case study design, the author investigates this service learning project grounded in creative problem solving. The importance of service learning to the participants is highlighted in the following themes that emerged from the data: instructional methodology, student development, attitudes, empowerment, commitment, and effects of celebration. A service learning typology based on levels of service and learning is referenced. The author examines connections to the Future Problem Solving Program and discusses the implications for further research, the education of the gifted, and the community.

The Memory Bridge Initiative on Service Learners

“…Evidence based upon servicelearning projects with preschoolers, fifth graders, and senior citizens suggests that children can begin at a very young age to reap the benefits of caring for people outside of their usual social and familial circles (Freeman & King, 2001). Yet another benefit to service learning is that students address needs and effect positive changes in their communities (Terry, 2003).…”

“…Despite the benefits to communities served, and to students-who improve in self-esteem, responsibility for self and others, problem solving, motivation, communication, self-efficacy, and leadership within the community-service-learning opportunities are relatively few (Terry, 2003). In light of the daunting challenges facing our world socially, politically, economically, and environmentally, servicelearning programs may be one of our best options for creating a better future (Terry, 2003).…”

Student Voices, Global Echoes: Service-Learning and the Gifted

“…Not only does service-learning bave the capability of belping tbe gifted reach tbeir creative potential as they seek creative solutions to society's ever-increasing challenges, it also bas been shown to be an effective, differentiated curriculum for instruction with the gifted, and to help gifted students stretch toward self-actualization (Terry, 2001(Terry, .2003.…”

“…In this level of service-learning, it is essential that students cooperate and collaborate in order to accomplish their goals. Initially this can cause uncomfortable classroom confrontations (Terry, 2001): ultimately, most students grow while learning the invaluable skills and importance of cooperation and collaboration. How can we survive on this planet if we don't prepare our most able minds to cooperate and collaborate-to truly respect one another?…”

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

“…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.…”