Author: Ann E. DingmanPublisher:
ISBN:
Category :
Languages : en
Pages : 105
Book Description
Impact of Service-learning on Students' Subject-centered Coursework Learning, Skills, Attitudes, and Values
Research Anthology on Service Learning and Community Engagement Teaching Practices
Author: Management Association, Information ResourcesPublisher: IGI Global
ISBN: 166843878X
Category : Education
Languages : en
Pages : 1604
Book Description
The need for more empathetic and community-focused students must begin with educators, as service-learning has begun to grow in popularity throughout the years. By implementing service and community aspects into the classroom at an early age, educators have a greater chance of influencing students and creating a new generation of service-minded individuals who care about their communities. Teachers must have the necessary skills and current information available to them to provide students with quality service learning and community engagement curricula. The Research Anthology on Service Learning and Community Engagement Teaching Practices provides a thorough investigation of the current trends, best practices, and challenges of teaching practices for service learning and community engagement. Using innovative research, it outlines the struggles, frameworks, and recommendations necessary for educators to engage students and provide them with a comprehensive education in service learning. Covering topics such as lesson planning, teacher education, and cultural humility, it is a crucial reference for educators, administrators, universities, lesson planners, researchers, academicians, and students.
Transforming Curriculum Through Teacher-Learner Partnerships
Author: Nair, PradeepPublisher: IGI Global
ISBN: 1799864472
Category : Education
Languages : en
Pages : 378
Book Description
Empowering learners for life requires a fundamental shift in higher education curriculum design. New priorities, pedagogies, technologies, spaces, and assessment strategies are required to enable learners to take ownership of their learning. “Student-centeredness” concepts are still prescriptive in nature as most decisions on curriculum, assessment, teaching, and learning approaches are still teacher-centric. Teachers are developing student-centered learning environments without the involvement of the learners in the planning, decision making, and/or design process. In addition, some lecturers are still practicing the traditional approaches of content delivery and conventional assessment methods rather than experimenting with innovative practices suited for student-centered approaches. Therefore, there is an ongoing need for research focused on the importance and effectiveness of a paradigm shift in education that involves student-teacher partnerships, fueled by innovative teaching and learning designs, where students take an active role and contribute as partners in learning. Transforming Curriculum Through Teacher-Learner Partnerships captures experiences and evidence among teachers in exploring the possibility of active student participation in curriculum design, delivery, and assessment through teacher-learner partnership. The chapters address issues of teacher-learner partnerships in designing the learning environment and how student-centered methods create resilient, adaptable, and future-capable learners. While highlighting topics within this scope such as learner autonomy, learning performance, self-efficacy, and teaching pedagogy, this book is ideally intended for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in issues related to the teacher-learner partnership.
Service Learning and Its Effect on Students' Attitudes Towards Learning
Author: William Thomas ConardPublisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 167
Book Description
The purpose of this research study was to examine if students who participated in curricular service learning projects guided by a teacher would have significantly more positive attitudes about learning than those students who did service learning without the guidance of a teacher (community service)? A service learning project is generally defined as a thoughtfully organized community service experience than enhances what teachers have chosen as the objectives, standards and curriculum in their classrooms. Service learning projects focus on providing students with the opportunities to develop knowledge, skills, and attitudes that can be applied to real-life situations. The sample for this study consisted of students who had participated in either service learning or community service projects. The sample also consisted of teachers who had implemented a service learning project with their students. The students and teachers came from an urban public high school in Chicago in which students are required to complete forty hours of service learning in order to graduate. This research study incorporated both quantitative and qualitative methods and data analysis. The annual Service Learning Survey administered by the sample high school was analyzed using t-Tests while also comparing percentages between the responses to the survey from the two groups of one hundred and thirty four students - forty nine self-identified service learning students and eighty five self-identified community service students. Focus groups were conducted in order to have a more in-depth and holistic analysis of the experiences of the students. There were three focus iii group sessions: ten students who did service learning, ten students who did community service, and ten teachers who implemented a service learning project with their students. The systematic analysis of the data from the focus groups included an inferential content analysis of the responses based on the dimensions of the attitudes towards learning as identified in the framework of the research study. The analysis of the quantitative data collected showed that the percentage of students answering strongly agree or agree was considerably higher with the service learning students than with the community service students. Overall, thirteen of the eighteen questions had service learning students answering more positively than the community service students. With the t-Tests, although there was no statistically significant difference when analyzing strongly agree and agree answers, there was a statistical difference for the service learning students on three questions when analyzing agree answers only. The inferential content analysis of the qualitative data from the student and teacher focus groups suggested that the students who did service learning had more positive attitudes toward their learning than the students who did community service.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 700
Book Description
Advancing Knowledge in Service-Learning
Author: Shelley H. BilligPublisher: IAP
ISBN: 1607526646
Category : Education
Languages : en
Pages : 242
Book Description
The purpose of this series of books is to advance the knowledge in the service-learning research field. More importantly, this research is to be used to transform the field. This transformation will come from realizing both the history of service-learning and trying to imagine what the future may look like. The chapters in this book all demonstrate just how far service-learning research has come. Researchers, practitioners, and students alike have benefited from its dissemination and use the research to improve practice. The research does not simply inform educators how to create a better pedagogy. Rather, it informs a service-learning practice that can transform both individuals and institutions.
Summary Report
Author: Service Learning Through a Multidisciplinary Lens
Author: Shelley H. BilligPublisher: IAP
ISBN: 1607525569
Category : Education
Languages : en
Pages : 244
Book Description
International Case Studies in Service Learning
Author: Enakshi SenguptaPublisher: Emerald Group Publishing
ISBN: 1800711921
Category : Education
Languages : en
Pages : 201
Book Description
Shedding light on how successfully service learning has been adopted to the existing curriculum and the emergence of a new breed of students, who are aligned with the needs of the community and undertake collaborative work to solve real world issues, Volume 47 is invaluable to both researchers, teachers and scholars.
The Future of Service-Learning
Author: Jean R. StraitPublisher: Taylor & Francis
ISBN: 1000978109
Category : Education
Languages : en
Pages : 208
Book Description
As a new generation of practitioners engages with service learning, at a time when higher education faces questions about learning outcomes and costs, and in the context of such issues as globalization and the environment, this book poses important questions about practice, institutional sustainability, and future directions. Among these are:What counts as service learning? What value does it bring to institutions? Is it appropriate for all students? How is globalization impacting service learning? Divided into three thematic parts, this book successively covers institutional and administrative issues; service learning as a springboard for research; and presents new practices that address emerging challenges and changing student populations. The contributors review how different institutional types have structured their service learning activities; address the issue of centralization or decentralization; propose better ways to form community partnerships; consider promotion and tenure implications; postulate framing service-learning and community engagement as scholarship; and examine service-learning as a springboard for research. Further chapters offer a new blueprint for funding to achieve sustainability; examples of international service learning from a European perspective; a case study and framework for using on-line formats to extend the reach of a program; raise the urgent issue of the experiences and contributions of underrepresented students; and present the rationale and processes for developing effective student-led evaluation of programs.