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

Terry, Alice W.; Panter, Thomas

doi:10.1177/016235321003400107

Cited by 8 publications

(3 citation statements)

References 10 publications

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“…Whereas report/reporting at a basic level potentially requires less higher level thinking than research/researching, there are never-the-less benefits, including the gaining of knowledge, which according to Bloom (1956), is a precondition for application. For example, in Terry and Panter’s (2010) study on service learning with eighth grade gifted students, the researchers found that Hannah, a student participant, was able to recognize and respond to a real-world local community social justice issue in need of a solution after gaining deeper historical knowledge about the Trail of Tears. Other research-based outcomes attributed to student report writing include content area learning (Bangert-Drowns et al, 2004) and increased student retention and recall (Williams, 2005).…”

Section: Levels Of Differentiationmentioning

confidence: 99%

The Report-Research Continuum: A Differentiation Decision-Making Tool for Teachers to Design Rigorous Student Projects

Gilson

Brigandi

2020

Gifted Child Today

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The purpose of this article is to assist classroom teachers in discerning qualitative differences between a student-written report and student-led research. There are many connotations to the terms “report” and “research,” and they can have implications on how teachers effectively or ineffectively differentiate instruction to challenge students who have high academic ability. In this article, we present what we coin the Report-Research Continuum (R-RC), which is a differentiation decision-making tool for selecting student projects of varied levels of complexity. We also discuss the benefits of student-led reports and research and how they align with national standards. After reading this article, teachers will have an expanded understanding of similarities and differences between the terms “report” and “research” and will be able to use the R-RC to guide their selection of appropriately challenging projects that align with students’ readiness levels and interest areas.

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Section: Levels Of Differentiationmentioning

confidence: 99%

The Report-Research Continuum: A Differentiation Decision-Making Tool for Teachers to Design Rigorous Student Projects

Gilson

Brigandi

2020

Gifted Child Today

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“…Theorists have conceptualized empathy in four forms: basic, historical, sociocultural (or ethnocultural), and socioeconomic. All forms have been studied through service-learning projects in various fields and settings (Fox, 2010;Nickols & Nielsen, 2011;Terry & Panter, 2010). Studies in lifespan psychology have shown that service-learning has a positive, significant increase in post-project empathy, as well as positive cognitive and personal development (Lundy, 2007).…”

Section: Service-learning and The Seven Vectors Of Student Developmentmentioning

confidence: 99%

Service-Learning and Undergraduates: Exploring Connections between Ambiguity Tolerance, Empathy, and Motivation in an Overseas Service Trip

Stanlick

Hammond

2016

International Journal of Research on Service-Learning and Community Engagement

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As service-learning becomes more common in undergraduate education, further research is needed around assessing student learning outcomes and character development. One component of high-quality servicelearning is written reflection, which has the potential to capture a wealth of data on learner characteristics. This study evaluated learners' behavior and motivation to participate in service trips, the development of personality characteristics, and the revelation of those characteristics in reflection using Winne and Hadwin's 1998 model of the self-regulated learner as it relates to the service-learning context. Researchers analyzed connections between learner experiences and changes in their ambiguity tolerance, empathy, and motivation via pre-and posttest surveys and reflection data. Relationships were identified between motivation and satisfaction, as well as frequency of reflection and personal change. The author offers a profile of an "optimal" overseas service-learner for consideration.

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“…Reflection, questioning, and personal identification through hands-on activities and discovery through multiple points of view establish a connection and identification with history and other aspects of social studies (Terry & Panter, 2010). When the range of learning experience includes simulation in project-oriented studies of the ancient world and and participation in service learning in the modern world gifted students can comprehend and internalize dialectics at work.…”

Section: Social Studies For Gifted Studentsmentioning

confidence: 99%

Applied Practice for Educators of Gifted and Able Learners

Vidergor¹,

Harris²

2015

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

Abstract: Bringing history alive in one Southern

Cited by 8 publications

References 10 publications

The Report-Research Continuum: A Differentiation Decision-Making Tool for Teachers to Design Rigorous Student Projects

The Report-Research Continuum: A Differentiation Decision-Making Tool for Teachers to Design Rigorous Student Projects

Service-Learning and Undergraduates: Exploring Connections between Ambiguity Tolerance, Empathy, and Motivation in an Overseas Service Trip

Applied Practice for Educators of Gifted and Able Learners

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