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Service learning project of gifted/twice exceptional pupils: a participatory action research study
Author
Leong, Swee Ling
Supervisor
Lim, Levan
Abstract
A major concern in the education of gifted and talented students is their social and emotional development. This study describes a service learning project implemented within a participatory action research framework that addresses the social emotional development of gifted/twice-exceptional students. Twelve Secondary Two students from the gifted programme and their teacher designed, implemented and evaluated a service learning project for primary school students with dyslexia. Data gathered across phases of the entire project was from a variety of sources. The findings revealed that the students were positive in their evaluation of the experience of this project and its intended outcomes. In addition, the students reported positive growth in the self-appraisal of their own social and emotional development, such as becoming more caring and empathetic of others. They noted improvement of their self concept and the students learnt to work better with others. The findings demonstrate that service learning could serve as effective educational pedagogy to inculcate a more inclusive disposition in these gifted/twice-exceptional students. In light of the Integrated Programme where gifted students are integrated within mainstream classrooms, service learning could serve as an effective and feasible pedagogical intervention for mainstream teachers to use in addressing the social and emotional needs of students including the gifted and the twice-exceptional and hence enhance their integration into mainstream classroom.
Date Issued
2008
Call Number
LC220.5 Leo
Date Submitted
2008