ERIC Number: EJ1130814
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 24
Prairie Restoration Project: Alternatives for Identifying Gifted Students
Salisbury, Katie E.; Rule, Audrey C.; Vander Zanden, Sarah M.
Middle School Journal, v47 n2 p13-22 2016
An authentic, challenging curriculum engaged middle school students from an urban district in exploratory work related to restoring a small prairie at the school. Integrated science-literacy-arts activities were coupled with a system of thinking skills that helped students view issues from different perspectives. Impassioned guest speakers and an enthusiastic teacher inspired students to build a relationship with the content, express their ideas creatively, interact with each other on student-designed projects, and to assume a leadership stance. Middle school students of all academic levels would benefit from teachers implementing similar subject-integrated, real-world-connected work in their classrooms.
Descriptors: Academically Gifted, Talent Identification, Middle School Students, Urban Schools, Interdisciplinary Approach, Learning Activities, Thinking Skills, Service Learning, Environmental Education, Knowledge Level, Student Attitudes, Wildlife, Natural Resources, Ecology, Conservation (Environment), Pretests Posttests, Likert Scales, Observation, Statistical Analysis, Qualitative Research
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
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A