The Essence of the Pedagogy
A volume in the series: Advances in Service-Learning Research. Editor(s): Alan S. Tinkler, University of Vermont. Todd A. Price, National Louis University.
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.
Introduction, Andrew Furco and Shelley H. Billig. PART I. DEFINING THE ESSENCE OF SERVICE-LEARNING. Community Service and Service-Learning in America: The State of the Art, Ivor Pritchard. Is Service-Learning Really Better Than Community Service? A Study of High School Service Program Outcomes, Andrew Furco. PART II. THEORETICAL APPROACHES TO UNDERSTANDING SERVICE-LEARNING. Civil Society, Social Trust, and the Implementation of Service-Learning, James C. Toole. An Application of Developmental-Contextualism to Service-Learning, Elizabeth Hill Warter and Jennifer M. Grossman. Using Program Theory to Build and Evaluate Service-Learning Programs, Donald B. Yarbrough and Rahima C. Wade. Theories Guiding Outcomes for Action Research for Service-Learning, Jean J. Schensul, Marlene Berg, and Monica Brase. PART III. METHODOLOGICAL APPROACHES TO STUDYING SERVICE-LEARNING. Beyond Surveys: Using the Problem Solving Interview to Assess the Impact of Service-Learning on Understanding and Critical Thinking, Janet Eyler and Dwight E. Giles Jr. Methodological Challenges and Potential Solutions for the Incorporation of Sound Community-Based Research into Service-Learning, Luciana Lagana’ and Maureen S. Rubin. Service-Learning as Qualitative Research: Creating Curriculum from Inquiry, Robert Shumer. PART IV. IMPACTS 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. Service-Learning in Teacher Education: A Consideration of Qualitative and Quantitative Outcomes, Susan Root, Jane Callahan, and Jungsywan Sepanski. Adoption, Implementation, and Sustainability of K-12 Service-Learning, Shelley H. Billig. PART V. AFTERWORD. Research Agenda for K-12 Service-Learning: A Proposal to the Field, Shelley H. Billig and Andrew Furco. About the Authors
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- Educating Teachers and Tomorrow’s Students through Service-Learning Pedagogy
- Research for What? Making Engaged Scholarship Matter
- Service-Learning Pedagogy How Does It Measure Up?
- Service-Learning to Advance Access & Success Bridging Institutional and Community Capacity
- Service‐Learning to Advance Social Justice in a Time of Radical Inequality
- Transforming Teacher Education through Service-Learning
- Understanding Service-Learning and Community Engagement Crossing Boundaries through Research