Buch, Englisch, 300 Seiten, Hardback, Format (B × H): 161 mm x 240 mm, Gewicht: 617 g
Buch, Englisch, 300 Seiten, Hardback, Format (B × H): 161 mm x 240 mm, Gewicht: 617 g
Reihe: Advances in Service-Learning Research
ISBN: 978-1-931576-57-4
Verlag: Information Age Publishing
Service-learning is an approach to teaching and learning that can help students acquire academic skills and knowledge, develop strong interpersonal skills and self-knowledge, become more civic minded, and gain understanding of their connected to their communities and society. This learning and development occurs by having students provide meaningful service through which they serve as an important resource to the community and systematically reflect on the process with their teachers, mentors, and/or advisors. This book series will gather current research on servicelearning in K-12 education, teacher education, and higher education. Along with chapters highlighting the findings of service-learning research studies, the book will include thought pieces that identify theoretical groundings of servicelearning and present methodological approaches for studying service-learning (including teacher action research).
Autoren/Hrsg.
Weitere Infos & Material
Part I: Background. K-H Service-Learning Research: Essence and Issues, Shelley H. Billig, RMC Research Corporation, Denver. K-12 Community Service and Service Learning: What Good Are They?, Ivor Pritchard, Office of Educational Research and Improvement, U.S. Department of Education. Part II: Theoretical Approaches to Understanding Service-Learning. An Application of Developmental Theory to Service-Learning, Elizabeth Hill Warter and Jennifer M. Grossman, Boston College. The Essential Roles of Knowledge and Theory in Service-Learning Program Design and Evaluation, Donald B. Yarbrough and Rahima Wade, University of lowa. Theories Gulding Outcomes for Action Research for Service-Learning, Jean J. Schensul, Institute for Community Research, Hartford, Connecticut. Part III: Methodological Approaches to Studying Service-Learning. Integrating Assessment and Evaluation into the Curriculum, Robert Shumer, University of Minnesota. Integrating Higher Education Research and Program Design within the Service-Learning Experience: Methodological Considerations, Luciana Lagana and Maureen Rubin, California State University, Northridge. Beyond Surveys: Using the problem solving interview to assess the impact of service-learning on understanding and critical thinking, Janet Eyler, Vanderbilt University and Dwight Giles, University of Massachusetts- Boston. Part IV: Impacts and Outcomes of Service-Learning. Impact of Service-Learning on Civic Attitudes and Behaviors of Middle and High School Youth: Findings from Three National Evaluations, Alan Melchior and Lawrence Neil Bailis, Brandeis University. Is Service-Learning Really Better than Community Service?: A Comparative Analysis of Community Service, Service-Learning, and Internship Activities and the Educational Development of High School Students, Andrew Furco, University of California- Berkeley. Why is Implementing Service-Learning so Challenging? Professional Learning Community in K-12 Schools and the Role of Deep Structure, James Toole, Compass Institute. Service-Learning in Teacher Education: A Consideration of Qualitative and Quantitative Outcomes, Susan Root, Alma College, Jane Caliahan, Providence College, and Jungsywan Sepanski, Central Michigan University. Part V: Epilogue. Future Directions: Where Do We Go From Here?, Andrew Furco, University of California-Berkeley and Shelley H. Billig, RMC Research Corporation, Denver.
