Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Anne Joslin
Committee Member
Claudia Santin
Committee Member
Barbara Packer
Keywords
Bremen, character education, creative problem-solving, CPS model, formative evaluation, Georgia, Georgia General Assembly, gifted classes, gifted programs, gifted students, Jones Elementary School, leadership roles, moral action, national goal, principal, problem solving, school improvement, service learning, service-learning projects, state-mandated character education, student leadership
Abstract
This practicum, implemented from January-December 2001, was designed as a strategy to determine the direction of service-learning projects for gifted students. In addition, the service-learning projects linked two principles of the state-mandated character education program developed by the Georgia General Assembly. The two principles of the character education program state that students should have repeated and varied opportunities for moral action within the school, and students should be positively affected by them. Additionally, students should be involved in leadership roles in ways that help them contribute to good character. A review of the literature indicated that gifted programs should allow for students to solve real-life problems and that service learning is a way to allow students to achieve good character traits.
The gifted students at Jones Elementary School in Bremen, Georgia, were trained in the creative problem-solving (CPS) model to use as a means to identify problems within the school and their solutions. The students used the model monthly and were evaluated by the principal and the practicum manager.
The data were collected and evaluated monthly. The students worked as a group according to their gifted classes. A formative evaluation of the strategies employed during this practicum yielded the following results: (a) The CPS model was implemented, (b) the CPS model was implemented as it was intended, (c) no modifications were needed, (d) students were allowed opportunities to earn enough hours to reach a national goal in service learning, and (e) the CPS model provided a mechanism for linking the gifted program with the state-mandated character education program.