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Author: William Thomas Conard Publisher: 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.
Author: William Thomas Conard Publisher: 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.
Author: Barbara Jacoby Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 424
Book Description
As an added value, the book describes and provides contact information for national organizations that support service-learning and resources that are useful in helping students make postcollege service and career choices. Service-Learning in Higher Education is an invaluable resource for all campus professionals - including faculty members, student affairs practitioners, and senior academic leaders who are interested in advancing the goals of student learning and development while simultaneously making a unique contribution to the community.
Author: Ramon Flecha (Ed.) Publisher: Springer ISBN: 3319111760 Category : Education Languages : en Pages : 115
Book Description
This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children’s educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.
Author: Franz E. Weinert Publisher: Psychology Press ISBN: 9780805816457 Category : Psychology Languages : en Pages : 468
Book Description
Research on memory development has accumulated over the past few years. Given the number of relevant publications in the field, it becomes increasingly difficult to keep track of major advances in specific areas of memory development. This book illustrates 2 purposes: * to permit experts in the various subdomains of research in memory development to summarize recent findings concerning the respective roles of capacity, strategies, and knowledge in the acquisition of memory skills; and * to discuss cross-cutting topics such as the influence of individual differences, practical and educational implications, and the potential of longitudinal studies.
Author: Andrew Furco Publisher: IAP ISBN: 1607529580 Category : Education Languages : en Pages : 301
Book Description
The Advances in Service-Learning Research book series was established to initiate the publication of a set of comprehensive research volumes that would present and discuss a wide range of issues in this broad field called service-learning. Service-learning is a multifaceted pedagogy that crosses all levels of schooling, has potential relevance to all academic and professional disciplines, is connected to a range of dynamic social issues, and operates within a broad range of community contexts. In terms of research, there is much terrain to cover before a full understanding of service-learning can be achieved. This volume, the first in the annual book series, explores various themes, issues, and answers that bring us one step closer to understanding the essence of service-learning. The chapters of this volume focus on a broad range of topics that address a variety of research issues on service-learning in K-12 education, teacher education, and higher education. Through a wide-scoped research lens, the volume explores definitional foundations of service-learning, theoretical issues regarding service-learning, the impacts of service-learning, and methodological approaches to studying service-learning. Collectively, the chapters of the book provide varying and, at times, opposing perspectives on some of the critical issues regarding service-learning research and practice.
Author: Joseph R Ferrari Publisher: Routledge ISBN: 1317844572 Category : Education Languages : en Pages : 220
Book Description
Educating Students to Make-a-Difference covers a range of issues related to service learning, addressing the “who,” “why,” and “so what” of service-learning experiences. It provides information that will aid in the development of service-learning programs and courses. The in-depth studies on student volunteerism found in this book will show you how incorporating student service objectives into your curriculum can improve your students’self-esteem and school involvement, as well as alleviate depression and problem behavior. Educating Students to Make-a- Difference will enhance your knowledge and understanding of volunteerism and its many benefits, showing you how to ignite the volunteer in each of your students. By encouraging volunteerism, you’ll increase your students’problem-solving and leadership skills, as well as their awareness of social issues, and see the positive impact service learning has on students, faculty and the community. Educating Students to Make-a-Difference gives qualitative and quantitative assessments of attributes that predict volunteerism in student populations and the social values that are developed or enhanced as a consequence of service-learning experiences. You’ll learn about student predispositions and motivations for community service across a variety of student populations. In addition to promoting moral and social values, service-learning opportunities present educational benefits as well as benefits to personal and professional growth. You will see this as the book explores: the “who”, “why”, and “so what” of service learning educational benefits of service-learning opportunities self-esteem and self-efficacy faculty benefits comparisons between volunteers and nonvolunteers motivations and predispositions for student volunteerism selection and retention of student volunteers Your colleagues will want to borrow your syllabus after seeing the results of your new community service incorporated class material. Educating Students to Make-a-Difference gives you the insight on student patterns and volunteerism and data to service learning activities that enhance your students’educational experiences.
Author: Shelley H. Billig Publisher: 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.
Author: Alan S. Waterman Publisher: Routledge ISBN: 1135457107 Category : Education Languages : en Pages : 207
Book Description
Linking research and educational practice for the benefit of both is not a new idea. If practice such as service-learning is a bold departure from the status quo, however, research is not just beneficial, it is critical. If schools are to become laboratories of democracy and entrepreneurship, and if students are to become engaged as partners in renewal of their communities, a research case must be made for service-learning. Does learning take place? Will other kinds of learning suffer? What kinds of practice are most effective? Clearly, solid research is essential if this transforming way of teaching and learning is to be fully integrated into American schooling and youth development institutions. The National Youth Leadership Council (NYLC) took a first step toward joining service-learning practice with research in 1983. In 1991, NYLC created a center which initiated and encouraged program evaluation, formative research that informs and improves practice, and summative studies that measure results. This volume grew out of a National Service-Learning Conference--an annual event convened by the NYLC. A day long research seminar at the conference brought together researchers to discuss the latest developments among themselves and with practitioners. Impressive in their range and rigor, their papers offer documentation and analysis useful to an emerging research knowledge base. It is a starting point for the evidence needed to firmly establish service-learning for K-12 age people as a widely accepted way of teaching and learning.
Author: William Thomas Conard
Author: William Thomas Conard
Author: William Thomas Conard
Author: Barbara Jacoby
Author: Ramon Flecha (Ed.)
Author: Franz E. Weinert
Author: Andrew Furco
Author: Joseph R Ferrari
Author: Shelley H. Billig
Author: Alan S. Waterman
Author: Catherine Ventura-Merkel