Literaturnachweis - Detailanzeige
| Autor/inn/en | Sun, Xiaoyan; Siu, Angela F. Y.; Fong, Shuk Yi; Chu, Tina S. F. |
|---|---|
| Titel | Enhancing Social-Emotional Development through Service-Learning: Experience from Gifted Students and Their Parents in Hong Kong |
| Quelle | In: Education 3-13, 51 (2023) 3, S.386-397 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4279 |
| DOI | 10.1080/03004279.2021.1972025 |
| Schlagwörter | Social Emotional Learning; Service Learning; Academically Gifted; Foreign Countries; Elementary School Students; Parents; Down Syndrome; Child Development; Grade 3; Grade 4; Grade 5; Hong Kong |
| Abstract | This study looked into the experience of a group of elementary school students as well as their parents from Hong Kong, in a service-learning programme that aimed at facilitating the social-emotional development among gifted students. A total of 51 students and 72 parents participated in the focus group interview three months after the service-learning programme for working with children who have Down Syndrome. Transcripts of all interviews were reviewed using thematic analysis. Four broad themes were identified. These were: knowledge enhancement on Down Syndrome, improvement in interpersonal skills, facilitation of personal growth, and enhanced empathy, were identified. Our findings provided support for the benefits and impact of a short-term service-learning programme on improving multiple aspects of gifted students' personal and social growth. As students and parents endorsed the value of this experiential learning opportunity, such a service-learning programme can be promoted as an educational option addressing gifted students' socio-emotional needs and facilitating their psychosocial development. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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