Advancing Knowledge in Service-Learning
Research to Transform the Field
Will be published approx. on 8. September 2006
Book
Hardback
252 pages
978-1-59311-569-2 (ISBN)
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.
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.
More details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
Professional and scholarly
Illustrations
illustrations
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 18 mm
Weight
546 gr
ISBN-13
978-1-59311-569-2 (9781593115692)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
Acknowledgments.
Introduction; Karen McKnight Casey, Nicole C. Springer, Shelley H. Billig, and Georgia Davidson.
Section I. Service-Learning and Civic Engagement.
Chapter 1. Approaching Democratic Engagement: Research Findings on Civic Learning and Civic Practice; Richard Battistoni.
Chapter 2. Service-Learning and Civic Outcomes: From Suggestive Research to Program Models; Suzanne Pritzker and Amanda Moore McBride.
Chapter 3. Maximizing Civic Commitment Through Service-Learning: Case Studies of Effective High School Classrooms; Shelley H. Billig and Susan Root.
Section II. International Perspectives on Service-Learning.
Chapter 4. Service-Learning in Argentina Schools: A Descriptive Vision Based on the Projects Presented to the Presidential Service-Learning Award (2000-2001); Maria Nieves Tapia, Alba Gonzalez, and Pablo Elicegui.
Chapter 5. Critical Thinking in a Higher Education Service-Learning Program; Diana Pacheco-Pinzon and Frida Diaz Barriga Arceo.
Section III. Impacts of Service-Learning.
Chapter 6. An Evaluation of Academic Service-Learning: Student and Community Perspectives on Lessons Learned; Lori Simons and Beverly Cleary.
Chapter 7. Impacts of a Service-Learning Seminar and Practicum on Preservice Teacher's Understanding of Pedagogy, Community, and Themselves; Angela Harwood, Devon Fliss, and Erin Gaulding.
Chapter 8. Engaging Scholars in the Scholarship of Engagement: Advancing Research and Publication Knowledge and Creative Production; Kevin Kecskes, Peter Collier, and Martha Balshem.
Section IV. The Influence of Past Service-Learning Research on Present Thinking.
Chapter 9. The Wisdom of Delphi: An Investigation of the Most Influential Studies in K-12 Service-Learning Research in the Past 25 Years; Robert Shumer.
Section V. Institutionalization of Service-Learning in Higher Education.
Chapter 10. Ancillary to Integral: Momentum to Institutionalize Service-Learning and Civic Engagement; Karen McKnight Casey and Nicole C. Springer.
About the Contributors.
Index.
Introduction; Karen McKnight Casey, Nicole C. Springer, Shelley H. Billig, and Georgia Davidson.
Section I. Service-Learning and Civic Engagement.
Chapter 1. Approaching Democratic Engagement: Research Findings on Civic Learning and Civic Practice; Richard Battistoni.
Chapter 2. Service-Learning and Civic Outcomes: From Suggestive Research to Program Models; Suzanne Pritzker and Amanda Moore McBride.
Chapter 3. Maximizing Civic Commitment Through Service-Learning: Case Studies of Effective High School Classrooms; Shelley H. Billig and Susan Root.
Section II. International Perspectives on Service-Learning.
Chapter 4. Service-Learning in Argentina Schools: A Descriptive Vision Based on the Projects Presented to the Presidential Service-Learning Award (2000-2001); Maria Nieves Tapia, Alba Gonzalez, and Pablo Elicegui.
Chapter 5. Critical Thinking in a Higher Education Service-Learning Program; Diana Pacheco-Pinzon and Frida Diaz Barriga Arceo.
Section III. Impacts of Service-Learning.
Chapter 6. An Evaluation of Academic Service-Learning: Student and Community Perspectives on Lessons Learned; Lori Simons and Beverly Cleary.
Chapter 7. Impacts of a Service-Learning Seminar and Practicum on Preservice Teacher's Understanding of Pedagogy, Community, and Themselves; Angela Harwood, Devon Fliss, and Erin Gaulding.
Chapter 8. Engaging Scholars in the Scholarship of Engagement: Advancing Research and Publication Knowledge and Creative Production; Kevin Kecskes, Peter Collier, and Martha Balshem.
Section IV. The Influence of Past Service-Learning Research on Present Thinking.
Chapter 9. The Wisdom of Delphi: An Investigation of the Most Influential Studies in K-12 Service-Learning Research in the Past 25 Years; Robert Shumer.
Section V. Institutionalization of Service-Learning in Higher Education.
Chapter 10. Ancillary to Integral: Momentum to Institutionalize Service-Learning and Civic Engagement; Karen McKnight Casey and Nicole C. Springer.
About the Contributors.
Index.