Learning in today's classrooms can be disconnected from students' real world experiences. Providing students the opportunity to address real-world problems may provide avenues for students to engage in their communities while developing academic skills and knowledge. Additionally, for students whose interests are piqued by the nature of their community's problems, these activities have the potential to offer students meaningful, motivating work in a supportive environment. This article explores how providing students with interest-based service-learning opportunities may help them develop and demonstrate gifted behaviors. In addition, methods for integrating student interests and service-learning projects are presented. C 2012 Wiley Periodicals, Inc. Psychology in the Schools

Little research exists on the nature of the interactions between gifted students and technology, specifically the phenomenon of gifted adolescents using Internet-based learning tools. This qualitative study explores how students use the Renzulli Learning System (RLS), an online educational profile with a matching database that provides enrichment resources. The student sample included nine identified gifted and talented seventh- and eighth-grade students in an urban school district in Connecticut. Most of the students had been using RLS for about 2 years. The students participated in an electronic questionnaire and were interviewed during two semistructured interviews. The research questions were centered on how the students were using RLS at school. Student answers suggested several themes regarding the effectiveness of RLS as a tool for school success, its engaging quality, and selective independence.

This article explores the theoretical underpinnings of life-transformative education and gifted education and applies them to a university honors program. Life-transformative education requires authentic learning experiences and rich mentorship relationships to promote happiness, well-being, and a sense of purpose. This is intended for all students, so the literature on gifted education is used to differentiate an honors education. Several competing paradigms exist, and the University of Connecticut Honors Program bases its theoretical framework and program design on the talent development models of Joseph Renzulli. The article concludes with a closer look at the honors leadership experience and preparing students to solve 21st century problems.

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