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1.
An undergraduate social work program developed a service‐learning experience in partnership with a local United Way organization to complete a community needs assessment project. The experience integrated the curricula of a social work research methods course and a generalist‐macro practice course with the principles and actions of experiential and service‐ learning, evidence based practice, and civic responsibility. This integrated curricula project yielded practical, “real world” outcomes for the local community and learning outcomes for the students. Needs assessments conducted by social students resulted in particular groups of community citizens receiving targeted services from agencies receiving funding from United Way. Evidence obtained from the students who participated in this experience indicates that two important learning outcomes were achieved; a heightened awareness of the local community's resource system and a sense of connection to the local community, along with the enhancement of students ‘self‐esteem and increased self‐confidence in their abilities.  相似文献   

2.
Community assessment is a strategy commonly taught to social work students to identify a community’s strengths and challenges. This article describes the value of using video documentary as part of a community assessment assignment. We identify the advantages of using video documentary in the assessment process and the reporting of findings. We discuss the preproduction, production, and postproduction steps necessary to produce a video documentary and illustrate how such assignments can be incorporated into a social work course. We conclude by identifying the educational benefits accrued to students.  相似文献   

3.
Community colleges educate students from both oppressed and marginalized groups, yet there is almost no literature on community colleges and issues of social justice. Student participation in service learning has been tentatively linked to development of a social justice lens. In this study, I analyze community college students' post-course civic engagement surveys to investigate the effect of service learning experiences on the emergence of any of three types of citizenship: personally responsible citizenship, participatory citizenship, or justice-oriented citizenship. Findings were mixed for personally responsible citizenship, but there were significant data supporting the development of participatory citizenship and justice-oriented citizenship in students who had taken between two and five previous courses that had included service learning. These encouraging findings support the idea that service learning plays a role in helping community college students transform inequitable structures in their communities.  相似文献   

4.
Alana Unfried  Judith Canner 《PRIMUS》2019,29(3-4):210-227
Abstract

Many students experience mathematics as a neutral entity, without understanding its impact on social justice and equity. Students must understand that mathematics and statistics are powerful tools for creating social change, and that students themselves are capable to enact positive social change through their mathematical abilities. In this paper, we discuss how we have integrated both service learning and mathematical consulting into a single course to promote civic engagement by mathematics majors through professional applications. We outline methods to engage with community partners to create consulting projects for students while integrating discussions of professionalism, practice, ethics, and social justice into the classroom. We provide qualitative evidence that the integration of service learning and consulting empowers mathematics students to make a difference by doing social justice with mathematics.  相似文献   

5.
本文采用问卷调查法、文献法、逻辑分析法等科研方法,在借鉴其它地区全民健身服务经验的基础上,综合分析了南阳市社区全民健身服务的现状及影响南阳市社区全民健身服务开展的因素,并结合南阳市的资源和社会环境,提出了南阳市社区全民健身服务开展的资金,指导员,日常管理和对外宣传等对策。  相似文献   

6.
Service learning courses provide meaningful community service for students in order to assist them with the integration of theory and practice. A partnership with local high schools allows students in a large criminal justice program on the west coast to serve as mentors for students who are referred to the program by school counselors and/or social workers. Data on student performance are used to assess whether the exposure to service learning improves matriculation. All criminal justice students who participated in the program were included in this analysis. The impact of this pedagogy is highlighted by using a randomized sample of criminal justice students who have not participated in this particular course. Findings from this program assessment indicate that race and gender are not strong predictors of graduation. Students with high GPAs and those taking service learning courses are more likely than their low GPA and no service learning course counterparts to obtain a degree.  相似文献   

7.
Although critical ethnographers have explored in some depth the ways that social critique informs how youth assess their schooling experiences, the implications of social critique by educators themselves have been of much less interest. Yet, numerous professional educational movements have been wrought from social critique or, at the very least, from critique of school practices that fail to contribute to more equitable social outcomes. Featuring one middle‐school classroom contextualized by such movements in the field of education, this article presents an analysis of student appropriations of the messages embedded in a year‐long community service‐learning project. The project engaged students in democratic action framed by the question: Do our voices count? It is argued that while students embraced a newfound political agency through this work, the lack of opportunity to question individualism, the structural dimensions of urban poverty and their own relative privilege in the school ultimately produced social divisions rather than social critique.  相似文献   

8.
This article describes the collaborative efforts of multiple organizations and individuals in transforming a doomed church in a large urban community into an exemplary public Pre‐k through Grade 2 laboratory school. Central to this emerging facility was the commitment of all cooperating parties to focus upon meeting the educational, health, and social needs of each child through school, home and community involvement. Unique to this collaboration has been the continual involvement of higher education institutions in Western New York in the planning, organization and implementation of this project. Further, infusion of the latest in computer and video technology with distance learning capability supported cross‐fertilization and friendships among higher education professionals and their students from a variety of related disciplines.  相似文献   

9.
It has been widely proposed that student voices should play a crucial role in designing and implementing curriculum and instruction that promote students' engagement in science learning. In this study we examined the voices of two seventh grade boys from a low‐income urban community as they worked together in an after‐school program to create a student‐directed video documentary about science. Our analysis showed that these students used their voices to construct identities that they cared about in school, by reconstructing some aspects of their school identity that did not match who they aspired to be, as well as by gaining new resources to enact their desired identities. The examples provided demonstrate that integrating student voice in a science project can make participation in science a valuable tool in students' identity formation. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 667–694, 2006  相似文献   

10.
ABSTRACT

The objective of this study was to examine the benefits of a learning community created for first-year students enrolled in a criminal justice degree program at an urban community college in the Northeast. Quantitative and qualitative survey data were collected from three cohorts of students in the program-based learning community. Survey questions examined students’ satisfaction with the learning community structure and their perceptions of social networking and academic skills gained from participation in the learning community. Quantitative data from the college’s records were used to compare the academic progress and retention of criminal justice students in the program-based learning to other first-year criminal justice students. Our findings indicate that participants had positive experiences in the learning community reporting satisfaction with the learning community structure and significant social networking and academic benefits from their participation in the learning community. Findings also indicated that program-based learning community students exhibited greater academic progress and were retained at higher rates than other first-year criminal justice students. This study substantiates the positive impact of program-based learning communities on students’ satisfaction, their academic success toward degree completion, and retention.  相似文献   

11.
This paper explores the process of learning to become a social justice teacher, drawing in particular on Bakhtin’s notions of dialogue in order to theorize pre-service teachers’ identity negotiations. Interpretations of learning and identity are based on the content of pre-service teachers’ narratives about community-based learning. Supported by theoretically-sensitive ways of conceptualizing identity and social justice, the author develops an understanding of the ways pre-service teachers shape their identities through participating in community events. Implications for teacher education, in terms of the design and pedagogic practices, are presented with the intent of enabling the realization of social justice teacher education.  相似文献   

12.
Community college field placements often reflect a “vocational education” approach to outside‐the‐classroom learning, attempting to train students in specific skills and prerequisites for predetermined job slots. In the human services area, however, this may not be the most advantageous approach to producing innovative workers who will generate creative solutions to persistent and serious social problems. This study examined the impact of utilizing one popular university approach to field learning‐experiential learning coupled with social change agentry—with community college students. A criterion‐group field experiment was conducted, looking at paper‐and‐pencil measures, interviews, and archival data. It was found that the community college students were as willing to participate, were equally satisfied with the experience, and were as effective with their assigned cases as were the university students in this rigorous and demanding field placement. Community college administrators who are seeking to broaden their human service field settings should also consider successful university models of experiential learning as alternatives.  相似文献   

13.
This study explored the use of video cases to teach literacy instruction to special education pre‐service teachers. One class of pre‐service teachers was examined for knowledge gains and attitudes towards video cases as an instructional medium. Results suggest that video cases did not result in greater learning of phonemic awareness or reading comprehension topics than traditional lectures with discussion teaching. They also provided comparative data on student teachers’ responses to video versus traditional face‐to‐face instruction. Further implications for special education teacher preparation and future research directions are discussed.  相似文献   

14.
The Banneker History Project (BHP) reconstructed the history of the Benjamin Banneker School, which operated as a segregated school for African Americans from 1915 to 1951. It was a project in social justice education with community service as its base. Here, the authors provide an insider perspective of group dynamics among core leaders for the BHP. Building relationships, working for social justice, and confronting racism are key themes for the group. Leaders recall moments of discomfort, particularly related to issues of race and racism, and describe ways they worked through them. Based on their wisdom of practice, authors offer suggestions for those who might do similar work.  相似文献   

15.
In this article we discuss the theoretical and practical rationale for establishing a collaborative science practicum project and report on the findings of the first two years. The project was designed to strengthen the communication links among the school‐based educators, the pre‐service teachers, and the university‐based educators, in order to address the seemingly intractable problems associated with initiating new science teachers into the varied social practices of the teaching profession. Our findings are organized and discussed in the form of three dilemmas (Cuban 1992). These dilemmas are associated with the difficulties the pre‐service teachers had in connecting the propositional knowledge presented in the university setting with the procedural knowledge required in the school setting, and the lack of familiarity by the university and school‐based educators of each other's practice setting. We describe results that resonate with similar issues reported in other collaborative projects, and propose an alternative approach for preparing science teachers. This approach is based on conceptualizing learning to teach as a cognitive apprenticeship (Hennessy 1993) which prepares pre‐service teachers to enter the ‘community of practice’ called teaching. We argue that the success of such an approach requires the development of a collaborative community in which all participants engage in meaningful and supportive discourse concerning what, when and how science is taught in the classroom.  相似文献   

16.
This paper reports on an action research project designed to explore the complexities of pre‐service mathematics teacher resistance to social justice issues. Research on equity and mathematics education has indicated that such resistance seems particularly strong for mathematics teachers. Twelve pre‐service mathematics teachers participated in a course‐based research project to explore this issue. Participants completed a classroom discourse analysis and a self‐study narrative as part of their secondary mathematics methods course. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity.  相似文献   

17.
Influenced by Third World Liberation social movements in the United States and abroad, this article applies a serve-the-people concept to service-learning in education. Rooted in pedagogies more traditionally associated with ethnic studies and community organizing, and informed by sociocultural and critical frameworks in education, this article offers insights from school community spaces that serve K–12 youth from different urban working-class neighborhoods. Transformative opportunities for grassroots collaboration, learning, agency, and community reorganizing are explored with implications for students, teachers, teacher educators, and community workers concerned with social justice.  相似文献   

18.
This study discusses the implementation of a service learning component in community college communication 101 level courses. Through the execution of a service learning component in communication classes at a community college, students’ communicative competency and attitude toward community service is assessed. Using two different delivery approaches, a quantitative study assessed the pretest and posttest of the standardized tool Communicative Adaptability Scale (CAS). Eight sections of communication 101 courses were distributed into two groups: (a) an experimental group and (b) a control group. The experimental group (n = 69) was required to finish a service learning project consisting of 15 hours by the end of the semester. The control group (n = 64) students did not participate in a community service project. Quantitative research methods were applied through data collection of the CAS taken by participants preimplementation and postimplementation of the service learning component, which was a community service project. The CAS results support that the implementation of service learning significantly increases students’ communication adaptability and competence.  相似文献   

19.
This paper reports on a project designed to increase parents' and carers' involvement in learning in a multiply deprived inner city community. The project was part of a broader evaluation of a social inclusion partnership funded under the Single Regeneration Budget. The analysis shows how learner identities are created and cannot just be assumed. Drawing on a community development model, a community worker was able to engage with women through routine encounters in their own social space. The project involved a partnership with schools. Other research has suggested that many school/parent partnerships are based on models of resourceful middle-class femininity. This study found that community education worked through engagement with the social realities of women's lives to foster learning identities. Participants were encouraged to gain accreditation based on developing their own knowledge and skills, and to develop learner identities, which allowed them to access other learning. The paper concludes with the importance of working within the ‘habitus’, and that the association of cultural and social capital with education, which policy makers assume, is not universal.  相似文献   

20.
The importance of alternative forms of information is undeniable in a democratic society. Yet mass media often ignore important issues as well as grassroots struggles and victories. Over the past two decades, citizens of one small Canadian town have initiated a documentary film festival as a means to learn about diverse problems and/or share stories of successful community development and victorious social movements around the world. This sparked a series of documentary film festivals in other small Canadian towns. This article examines a study of two of these documentary film festivals and the learning reported by members of the audience.  相似文献   

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