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Introduction to Curriculum Design in Gifted Education

Service-learning in gifted education: Addressing cognitive and affective domains

Publication ,  Chapter
Stephens, KR; Malone, D; Griffith, AP
January 1, 2021

Many curriculum and instructional models seek to address the cognitive needs of gifted students; however, few also attend to their psychosocial needs. This chapter introduces the reader to service-learning, summarizes the research supporting service-learning experiences for students, highlights the role service-learning plays in curriculum development for gifted learners, and shares teachers’ experiences with implementing service-learning in schools and classrooms. The use of service-learning in schools has grown significantly over the past two decades. In designing service-learning instructional activities, teachers can use these typologies to determine the degree to which activities involve little service but significant learning, significant service and little learning, little service and little learning, and significant service and significant learning.

Duke Scholars

DOI

ISBN

9781000500721

Publication Date

January 1, 2021

Start / End Page

281 / 305
 

Citation

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Stephens, K. R., Malone, D., & Griffith, A. P. (2021). Service-learning in gifted education: Addressing cognitive and affective domains. In Introduction to Curriculum Design in Gifted Education (pp. 281–305). https://doi.org/10.4324/9781003235842-18
Stephens, K. R., D. Malone, and A. P. Griffith. “Service-learning in gifted education: Addressing cognitive and affective domains.” In Introduction to Curriculum Design in Gifted Education, 281–305, 2021. https://doi.org/10.4324/9781003235842-18.
Stephens KR, Malone D, Griffith AP. Service-learning in gifted education: Addressing cognitive and affective domains. In: Introduction to Curriculum Design in Gifted Education. 2021. p. 281–305.
Stephens, K. R., et al. “Service-learning in gifted education: Addressing cognitive and affective domains.” Introduction to Curriculum Design in Gifted Education, 2021, pp. 281–305. Scopus, doi:10.4324/9781003235842-18.
Stephens KR, Malone D, Griffith AP. Service-learning in gifted education: Addressing cognitive and affective domains. Introduction to Curriculum Design in Gifted Education. 2021. p. 281–305.
Journal cover image

DOI

ISBN

9781000500721

Publication Date

January 1, 2021

Start / End Page

281 / 305