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Teachers' perceptions of service-learning: K-12 school community partnership development in Texas schoolsBludau, Jo Ann 15 May 2009 (has links)
At the conclusion of a three-year grant cycle (2003-2006), educators and
administrators as well as the general public in the state of Texas are questioning whether
or not service-learning is indeed a powerful means of preparing students to become more
caring and responsible parents and citizens. This study was designed to measure
teachers’ perceived effectiveness of service-learning. The Texas Center for Service-
Learning provided a list of districts participating in the K-12 School-Community
Partnership Grant Project and contact information for district grant coordinators.
Coordinators in participating districts were then contacted by phone and e-mail to submit
names and contact information for teachers participating in the service-learning program.
Teachers whose districts are located in central and southeast Texas were
interviewed during the spring 2006 on their campuses, and teachers from more remote
parts of Texas were interviewed in Austin during the Summer 2006 Institute. The
sample that was used in this study includes six elementary, four middle, and two high
school teachers who have been involved in the development and implementation of
service-learning programs in their districts. In addition to targeting teachers at the elementary and middle school level, both male and female service-learning teachers
were interviewed as well as teachers who also assumed the role as campus and/or district
service-learning coordinator.
Data collected from the service-learning teachers interviewed was analyzed to
generate a composite picture of teachers’ perceptions and attitudes toward servicelearning.
Once interviews were completed, data were transcribed, coded for audit trail
purposes, printed onto separate sheets, and those sheets that apparently related to the
same content were categorized into provisional categories.
Five important salient themes emerged as conclusions of the study. The first
conclusion relates to service-learning work and competing priorities. The second
conclusion illustrates service-learning as having a higher purpose for the teachers who
have chosen to become involved in it. The third conclusion was reached by examining
the role of grant funding. The fourth conclusion was drawn from situations where
teachers and communities are promoting a culture of service, and the fifth and final
conclusion stresses the importance of teacher leadership in the success of servicelearning
programs.
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An examination of partnership development between community service agencies and an institution of higher education implications for service learning /Berry, John M., January 2009 (has links)
Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes bibliographical references (p. 377-389).
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An exploratory study of the utility for educational leaders of Anders K. Ericsson’s theory of expert performance within the domain of service to othersWoodard, Randall 14 April 2010 (has links)
The application of research-based methods of skill development has enabled people across a variety of different fields to reach extraordinary levels of achievement. Among the various fields where superior achievement might be attained, training individuals to recognize the dignity of others and strive for remarkable accomplishment in humanitarian service would be an area that would greatly affect our society and world.
The purpose of this study was to test the applicability of K. Anders Ericsson’s theory of the attainment of expert performance through deliberate practice on those who demonstrate a superior level of achievement in terms of service to others. The project consisted of the study of two participants who were identified as having demonstrated outstanding achievement in serving others. These people participated in a series of retrospective interviews. The study also included data from retrospective interviews with a close friend or relative with long-term familiarity of the participant’s service to others, and with a person identified by the participant as a coach or mentor.
Analysis of the interview data demonstrated a reasonable connection between the lives of the expert humanitarians and Ericsson’s framework. The data from both participants related well to Ericsson’s framework particularly in regards to incremental growth, use of strategies, and focused attention. Although both participants used mentors, one did not use the mentor in order to design tasks and set goals but rather to seek feedback and advice. There is reasonable cause to conclude that this model will serve as a valuable tool for educators.
Additionally, five practical and one theoretical recommendations are offered to help administrators engage students in incremental growth, including a focus on teaching students to listen attentively to find their cause in life, the promotion of travel as a form of education, and assisting and encouraging students when they want to become active and involved.
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An exploratory study of the utility for educational leaders of Anders K. Ericsson’s theory of expert performance within the domain of service to othersWoodard, Randall 14 April 2010 (has links)
The application of research-based methods of skill development has enabled people across a variety of different fields to reach extraordinary levels of achievement. Among the various fields where superior achievement might be attained, training individuals to recognize the dignity of others and strive for remarkable accomplishment in humanitarian service would be an area that would greatly affect our society and world.
The purpose of this study was to test the applicability of K. Anders Ericsson’s theory of the attainment of expert performance through deliberate practice on those who demonstrate a superior level of achievement in terms of service to others. The project consisted of the study of two participants who were identified as having demonstrated outstanding achievement in serving others. These people participated in a series of retrospective interviews. The study also included data from retrospective interviews with a close friend or relative with long-term familiarity of the participant’s service to others, and with a person identified by the participant as a coach or mentor.
Analysis of the interview data demonstrated a reasonable connection between the lives of the expert humanitarians and Ericsson’s framework. The data from both participants related well to Ericsson’s framework particularly in regards to incremental growth, use of strategies, and focused attention. Although both participants used mentors, one did not use the mentor in order to design tasks and set goals but rather to seek feedback and advice. There is reasonable cause to conclude that this model will serve as a valuable tool for educators.
Additionally, five practical and one theoretical recommendations are offered to help administrators engage students in incremental growth, including a focus on teaching students to listen attentively to find their cause in life, the promotion of travel as a form of education, and assisting and encouraging students when they want to become active and involved.
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Combining service and learning : the relationship between the fidelity of implementation and student satisfaction /Haddock, Dennis. January 1998 (has links)
Thesis (Ed. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [107]-112).
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A plan for a kindergarten-sixth grade service learning programBallard, Maribeth D. January 1999 (has links) (PDF)
Thesis (Ed. Spec.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.
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Service-learning in 4-year Public Colleges and Universities : Programs, Profiles, Problems, and ProspectsSiscoe, Denita S. 12 1900 (has links)
This study investigated the levels of involvement in service-learning programs and activities in 4-year public colleges and university that held membership in the Southern Association of Colleges and Schools (SACS).
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Assessing service-learning in higher education a construct validation study /Wang, Shu-Ching, January 2007 (has links) (PDF)
Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. 99-124)
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Service-Learning 101Taylor, Teresa Brooks 01 November 2017 (has links)
No description available.
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TNCC Service-Learning Faculty Champions Panel on Innovative Service-Learning Projects That WorkTaylor, Teresa Brooks 01 January 2016 (has links)
No description available.
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