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Author: Virginia M. Jagla Publisher: IAP ISBN: 1641133252 Category : Education Languages : en Pages : 323
Book Description
Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. This volume contributes further to the Advances in Service-Learning Research series that focuses upon service-learning in teacher education. Research and theory indicate that knowledge of service-learning pedagogy and how to implement it in teacher candidates’ future classrooms can enhance field experiences of teacher education and the civic mission of schools. However, research also reminds us that that the practice of service-learning is nuanced and complex. No two service-learning experiences are alike, yet universal characteristics across service-learning experiences define its essence and distinction. It is through research that digs deep into these nuanced issues that we can learn more about the different characteristics of the experience that define service-learning and guide implementation. The preface provides an interview with Andy Furco, an early advocate of service-learning and noted leader who has fostered service- learning in K-12 and higher education throughout the United States and across the globe. Andy Furco’s commentary offers an historical overview of the field as well as how the field can advance, providing insights for those new to the field as well as those who have engaged in service-learning. The preface and thirteen chapters together provide empirical and conceptual support for including service-learning. Concurrently, this scholarship provides guidance for implementing service-learning in teacher preparation and in K-12 education. Interrelated themes include self efficacy, connections with communities, diversity, and program development in teacher education.
Author: Virginia M. Jagla Publisher: IAP ISBN: 1641133252 Category : Education Languages : en Pages : 323
Book Description
Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. This volume contributes further to the Advances in Service-Learning Research series that focuses upon service-learning in teacher education. Research and theory indicate that knowledge of service-learning pedagogy and how to implement it in teacher candidates’ future classrooms can enhance field experiences of teacher education and the civic mission of schools. However, research also reminds us that that the practice of service-learning is nuanced and complex. No two service-learning experiences are alike, yet universal characteristics across service-learning experiences define its essence and distinction. It is through research that digs deep into these nuanced issues that we can learn more about the different characteristics of the experience that define service-learning and guide implementation. The preface provides an interview with Andy Furco, an early advocate of service-learning and noted leader who has fostered service- learning in K-12 and higher education throughout the United States and across the globe. Andy Furco’s commentary offers an historical overview of the field as well as how the field can advance, providing insights for those new to the field as well as those who have engaged in service-learning. The preface and thirteen chapters together provide empirical and conceptual support for including service-learning. Concurrently, this scholarship provides guidance for implementing service-learning in teacher preparation and in K-12 education. Interrelated themes include self efficacy, connections with communities, diversity, and program development in teacher education.
Author: Virginia M. Jagla Publisher: IAP ISBN: 1623964202 Category : Education Languages : en Pages : 287
Book Description
Transforming Teacher Education through Service-Learning provides a fresh look at educational reform through the lens of teacher preparation. It poses the question “Why service-learning now?” as it discusses the meaningful ways service-learning pedagogy can transform the approaches used to prepare teachers to educate tomorrow’s children. The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of diversity. Knowledge of the pedagogy and how to implement it in candidates’ future classrooms could alter education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this volume is meant to continue support of the notion of educational reform. Because the vision we hold becomes the reality we experience, it is imperative to consider the question—Why service-learning now?—as we adjust teacher preparation programs to promote engaging opportunities for today’s youth.
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: Virginia M. Jagla Publisher: IAP ISBN: 1623969573 Category : Education Languages : en Pages : 407
Book Description
Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. Its efficacy has been researched in a variety of ways and this volume continues to expand that research base. In particular, in this volume, Service-Learning Pedagogy: How Does It Measure Up?, we explore three broad areas of service-learning research and practice that reflect broader discussions of the role of pedagogy in today’s educational reform efforts: Teacher Education, Crossing Boundaries: Deepening Relationships in Service-Learning and New Paradigms/Conceptual Frameworks. Many have called for more rigorous methods when researching service-learning pedagogy. That has been the major impetus for this volume. We seek to generate knowledge regarding service-learning pedagogy, while developing theories about it. We surface some elusive affective characteristics of the pedagogy, which we know has the power to produce transformational learning. To this end, the authors who have contributed to this volume effectively add to the growing body of knowledge in the field and help us get closer to understanding the extent to which service-learning does and does not measure up.
Author: Joseph Erickson Publisher: Taylor & Francis ISBN: 1000977935 Category : Education Languages : en Pages : 256
Book Description
This practical guide is intended for faculty and service-learning directors, combining the how-to information and rigorous intellectual framework that teachers seek. What distinguishes this volume is that the contributors are writing for their peers. They discuss how service-learning can be implemented within teacher education and what teacher education contributes to the pedagogy of service-learning. The book offers both theoretical background and practical pedagogical chapters which describe the design, implementation, and outcomes of teacher education service-learning programs, as well as annotated bibliographies, program descriptions and course syllabi.
Author: Linda Hogg Publisher: Myers Education Press ISBN: 1975503104 Category : Education Languages : en Pages : 318
Book Description
Across the globe, students are speaking up, walking out, and marching for social and ecological justice. Despite deficit discourses about students, youth are using their voice and agency to call forth a better world. Will educators respond to this call to stand with students in relational solidarity as co-constructors of a new tomorrow? What is possible when teachers and students engage together in new ways? Pedagogies of With-ness: Students, Teachers, Voice and Agency offers insight into the transformative possibilities of education when enacted as the art of being with. Driven by student voices and their experiences of marginalization, this text takes a clear ethical stance. It asserts that students are both capable and competent. Taking a narrative approach, this book honors academic work that is rooted in educational practice. Expanding beyond traditional conceptions of student voice, chapters engage in meditations on three themes: identity, pedagogy, and partnership. This book is an exploration of with-ness, a way of knowing, being, and acting. By centralizing the all-too-often suppressed wisdom of youth, teachers and researchers engage in new forms of critique and possibility-making with students. Editors reflect on this central theme, exploring the dimensions of such pedagogies of with-ness. Through this book, teachers are invited to imagine pedagogy under this new framework, actively committed to students, their voice, and mutual engagement. Click HERE to watch the editors discuss their book. Perfect for courses such as: Social Foundations | Student-Teacher Partnerships | Secondary Methods | Service Learning Leadership Ethnic Studies | Democracy and Civics | Social Justice and Education | Student Voice in Classrooms/Education | Ethical Issues in Education | Leadership for Social Justice
Author: Vera L Stenhouse Publisher: IAP ISBN: 1623965462 Category : Education Languages : en Pages : 307
Book Description
Too often teachers and students doubt their own abilities to forge collective work and dynamic critical learning in the midst of education reform practices that limit their opportunities to do so. This doubt can be heightened for elementary school teachers or even their students who are led to believe that they are not capable of engaging critically with their education and their world. The Problem-Solution Project erases this doubt through merging service-learning, critical pedagogy, and constructivism. This approach to teaching and learning is designed to empower teachers and students while they meet curriculum standards and actively contribute to the transformation of their world. Unique to this collection are the reported experiences of teacher educators who implement Problem-Solution Projects in their courses; preservice teachers’ reflections on cohort-driven Problem-Solution Projects; and first-year and veteran teachers stories featuring Problem-Solution Projects initiated by their PK-5 students. Features include: • Describes how Problem-Solution Projects advance service-learning and critical pedagogy. • Discussion of how Problem-Solution Projects build on curriculum standards but resists standardization of implementation and repressive education reforms. • First-hand accounts of teachers implementing Problem-Solution Projects. • Detailed description of the steps and outcomes of doing Problem-Solution Projects with preservice teachers, inservice teachers, and elementary students. • Examples of Problem-Solution Projects across courses, subjects, disciplines, and contexts. Readers will find worthwhile the theoretical connections and the practical applications. Service-learning, urban education, multicultural education and teacher education, teacher preparation practitioners will find this text beneficial. The main audience: teacher educators across disciplines, pre- and in-service teachers working in elementary (PK-5) settings.
Author: Shelley H. Billig Publisher: IAP ISBN: 1607526646 Category : Education Languages : en Pages : 253
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: Jeffrey B. Anderson Publisher: ISBN: Category : Interdisciplinary approach in education Languages : en Pages : 364
Book Description
This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education. The collection of papers offers teacher educators' thoughts about ways to enhance the usefulness of service-learning in preservice teacher preparation. The book is grouped into five main parts. Part 1 deals with theories, standards, and principles of practice. Part 2 includes several research studies and reviews as well as a suggested framework for further research and development. Part 3 explicates 11 different approaches to implementing service-learning in teacher education in the form of case studies. Part 4 deals with administrative and organizational arrangements as well as issues surrounding the teaching of service-learning, diversity, and assessment. Part 5 presents thoughts for the future from one of service-learning's long-standing adherents and researchers. It also includes an annotated bibliography. Three appendixes include: standards of quality for school-based and community-based service-learning; tools for teaching the pedagogy of service-learning; and contributing authors. (Papers contain references.) (SM)
Author: Heather Coffey Publisher: Myers Education Press ISBN: 9781975504991 Category : Education Languages : en Pages : 165
Book Description
Transformative Critical Service-Learning offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need from practitioners for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Materials include specific criteria to examine, examples of application and context, and ways to incorporate the model into reflective practices. Valuing partnerships, reflection, and analysis of power dynamics, the research and strategies offered here provide an entry point for faculty new to critical service-learning, while also offering new ideas and tools for long-time practitioners. Chapters offer particular attention to strategies for engaging students, syllabus development, and reflective cycles. Additionally, the authors offer a model for faculty development in the area of critical service-learning at the institutional level, including suggestions for faculty and administrators interested in increasing engagement with social justice and community spaces. As institutions of higher education are focusing more on the ways in which they can meet the needs of the communities surrounding their campuses, The Carnegie Foundation's Elective Classification for Community Engagement provides a special-purpose designation for higher education institutions with commitments in the area of community engagement. Universities must commit to institutional change in order to improve the outcomes for the communities surrounding the campus. The classification framework represents best practices in the field and encourages continuous improvement through periodic re-classification. Service-learning has been identified as one of the more effective methods for engaging undergraduate and graduate students in community engaged scholarship, which facilitates development of critical inquiry, understanding needs assessment, and deep reflection on inequality. The authors intend this book to benefit university faculty endeavoring to begin or develop service-learning courses, higher education administrators who want to train and engage university faculty in adopting a more community engaged teaching model, and P-12 teachers, who often serve as community partners with higher education institutions to facilitate justice-oriented approaches to teaching their diverse students. Perfect for courses such as:Critical Thinking and Communication/Service-Learning │ Service-Learning Capstone │ Pathways to Effective Community Engagement │ School and Community Collaboration │ Teaching to Transform Society │ Food, Environment, and Sustainability │ Race and the Right to Vote in the US │ Education and Society │ Environmental Education │ Race, Place, and Memory
Author: Virginia M. Jagla
Author: Virginia M. Jagla
Author: Virginia M. Jagla
Author: Andrew Furco
Author: Virginia M. Jagla
Author: Joseph Erickson
Author: Linda Hogg
Author: Vera L Stenhouse
Author: Shelley H. Billig
Author: Jeffrey B. Anderson
Author: Heather Coffey