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1.
Benjamin Chang 《理论付诸实践》2015,54(1):29-38
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
2.
Experiential learning has become an essential part of many educational settings from infancy through adulthood. While the effectiveness of active learning has been evaluated in youth and adult settings, few known studies have compared the learning processes of children and adults within the same project. This article contrasts the active learning processes of children and adults by chronicling a service learning project in the United States in which 19 university students implemented an anti-bias curriculum with 112 young children. Findings are interpreted in relation to David Kolb's model of experiential learning. Implications for classroom practice and theory are discussed. 相似文献
3.
Educational opportunities for older adults have changed dramatically in the past 20 years due, in part, to the rise of new institutions (e.g., learning in retirement institutes, Shepherd's Centers, OASIS institutes) and modification to earlier programs based in senior centers and community colleges. Little systematic research has examined the shared characteristics of these program types—how the are organized, funded, governed and so on. In response, with funding from the AARP Andrus Foundation, a national study of older adult education organizations was conducted during 1992‐1993. A “Critical Pathways Taxonomy” was devised in surveying 260 organizations that provide educational programs for seniors. Five program models were studied and compared. New roles for older learners were identified in areas of planning, teaching, governance, and community service. The study suggests that a new paradigm of older adult education is emerging. 相似文献
4.
Maria J. D’Agostino 《Innovative Higher Education》2010,35(5):313-328
Service-learning has been put forth as one of the proposed solutions to increasing social capital. However, service-learning research has not significantly addressed the impact of service learning on social capital. Unlike most previous studies, this research used quantitative analysis to measure the effect of university service-learning programs on social capital by examining the question: What impact do service-learning programs have on social capital post-graduation? This study showed that service learning addresses the civic engagement problem by providing evidence suggesting that service learning predicts social capital post-graduation. 相似文献
5.
Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data showed that the service-learning project helped students learn the course material, feel more connected to the surrounding community, and improve their communication and problem-solving skills for their careers. The participants appreciated the opportunity to work with the service-learning partner and will be likely to look for more opportunities to get involved in the community. Time constraints, group work, working with real clients, and technical limitations were reported as major challenges in the group project. 相似文献
6.
Kathleen S. Davis 《科学教学研究杂志》2002,39(2):151-163
This article reports on a study that examined the obstacles women science educators faced as they facilitated Explorers, an after‐school science program for girls aged 6–12. The program aimed to provide girls with opportunities to legitimately participate in science activity. Explorers was one of several programs offered by the Foothills City Youth Club (FCYC) in a racially diverse urban center in the Southwestern United States. The youth club was meant to serve the needs of children and youth in that community. Through analysis of field notes, interviews, and documents, the social structures and forces that impeded the implementation of practices and the acquisition of capital are described. They include: (a) inadequate funding and community support, (b) conflicting beliefs between FCYC leaders and community leaders about the needs of boys and girls, and 3) inequitable decision‐making structures of the community. Underlying beliefs, structures, and practices within the community weakened the FCYC in many ways, interrupted the leadership's attempts to meet their goals as they worked with the community's children, and brought to the surface issues of bias and oppression. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 151‐163, 2002 相似文献
7.
Noting that differences and inequality of education exist in the United States of America, this paper presents two model educational programs that address the iniquities in American public education. The first model is a collaborative effort of a public school in an urban northeast community, the Robert L. Ford Elementary School of Lynn, Massachusetts, USA and a public supported college of higher education, Salem State College, Salem, Massachusetts, USA, whose joint venture is known as The Partnership for the Educational Village Project. The second model utilizes technology to outreach families and child care providers through a televised distance learning project that was nationally presented by its producer, Mass Interactions, and a US Department of Education Star School Grant. The Ford School's principal (head teacher) forged the partnership with the college to create a 'full service school' that provides multiple avenues of support to the school's children, their families, and community. The distance learning programs, entitled 'Taking the First Steps: Parents as Teachers' and 'Building Bridges for Excellence in the Early Grades: Home/School Partnership', were conceived as two live and interactive television series that promoted literacy development in preschool and primary school-aged children in their homes. Both educational models recognize the paramount role families and communities play in the education of children. To compensate and overcome the plight of poverty and disenfranchisement, educational endeavors need to respect the parental role, offer new structures for engaging the family and community in the education of their youth, and provide options as a foundation for sound schooling practices. The two educational models in this paper face these challenges of contemporary society. The paper illustrates how the models define and exemplify initiatives that attempt to transform society to accept social responsibility for educating the whole 'village'. 相似文献
8.
This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership—funded by a grant from the Corporation for National and Community Service, Learn and Serve program—focused on professional development opportunities for K–12 educators across subject areas throughout an urban school district. Teachers enrolled in a university-level graduate course where they learned about critical service-learning, engaged in community-based activities, developed partnerships with local organizations, and facilitated critical service-learning projects in local schools and communities. Here, we highlight one of the many projects that emerged from this partnership as we attempt to connect theory with practice by reframing service-learning as learning and participation. We ask: How can a reframing of service-learning as learning and participation impact how we understand the educative and social engagements of four urban youth? 相似文献
9.
Charles I. Glicksberg 《College Teaching》2013,61(3):99-103
Abstract Service learning combines community service with academic learning. Students learn and develop critical thinking through active participation in organized service experiences. The purpose of this study was to describe the growth of 94 nursing students' critical thinking through service-learning experiences. Results revealed two major themes: development of both professional and community perspectives. Outcomes of the study provide a framework for developing service-learning experiences across the curriculum. 相似文献
10.
Alison Taylor 《Vocations and Learning》2017,10(3):253-273
Community service-learning (CSL) programs are proliferating in Canadian higher education. University programs promote students’ experiential learning in community as part of a course; students most often engage in unpaid work in not-for-profit organizations and reflect on that experience in relation to their classroom learning. However, programs tend to occupy an ambivalent position in higher education—they are seen as important, but at the same time are often under-resourced and treated as marginal to universities’ core activities. This paper argues that the contradictory position of service-learning is partly related to the bifurcated view of theoretical and practical knowledge perpetuated in knowledge economy discourse. Drawing on interviews with service-learning program leaders, it explores their responses to knowledge economy discourse. Findings suggest varying levels of resistance; some leaders comply with university pressures to engage in transactional approaches to service-learning, while others seek to integrate theoretical and practical knowledge through the creation of hybrid learning networks. This paper outlines the reasons for and implications of different responses and suggests that socio-cultural learning theories can inform pedagogical approaches within programs. 相似文献
11.
Raji Swaminathan 《Equity & Excellence in Education》2013,46(2):134-143
This study draws on interviews with community supervisors partnered with high school students and presents their perspectives on service-learning and youth. The results show that there was a hidden curriculum being played out at community sites that was in part facilitated by community agency supervisors who actively engaged in mediating, mentoring, and structuring the service-learning experiences of students. Agency supervisors' decisions about the curricular experiences of students had a significant impact on the social justice aims and intentions of the projects designed by the teachers. Consequently, it is crucial for schools and teachers to take into consideration the community supervisors' perspectives and interpretations of social justice and invite them into a collaborative partnership throughout the process of structuring service-learning experiences. 相似文献
12.
Lauren Weiner Vaknin Marilee J. Bresciani 《Community College Journal of Research & Practice》2013,37(12):979-989
This cross-case comparative study at Western Community College and the University of the Coast explored through a constructive lens the characteristics that lead to sustainable, high quality service-learning programs and how they are implemented at institutions of higher education. The researchers determined that both Western Community College and the University of the Coast (a) have diverse collaborative partnerships that promote excellent communication between all of the entities, (b) offer a wide variety of service-learning courses to connect curricular and cocurricular experiences, (c) have a stable funding base, (d) provide the necessary resources, (e) have continuity in staffing, and (f) incorporate feedback and assessment into their respective service-learning programs. The findings from this study, based on one-on-one interviews, focus groups, observations, and document analysis, serve as a model on how to create quality and sustainable service-learning programs that combine academic scholarship, off-campus learning discoveries, reflection, civic engagement, and meaningful community service. The research may be applicable for educators at community colleges at various stages in developing service-learning programs, or who are transforming faltering programs, trying to make them sustainable. 相似文献
13.
14.
Edward F. Ansello 《Contemporary educational psychology》1982,7(2):139-151
Sterns and Mitchell (in H. L. Sterns, et al., Gerontology in higher education: Developing Institutional and Community Strength. Belmont, Calif.: Wadsworth, 1979) point out that Maslow's concept of the need to know is as basic a need as the physical, security, and belongingness needs. And so, mature (25–55 years) and older (55 years and above) adult learning has flourished within the community: in museums, libraries, churches, in trade unions, business and industry, in evening programs emphasizing self-enrichment and vocational advancement, in a range of postsecondary noncollegiate, occupational, and adult education programs. Higher education and its academic disciplines, in contrast, have notably been age segmented and youth oriented. This paper outlines four major sociocultural changes which at once challenge higher education's youth orientation while simultaneously offering educational psychology opportunities for significant research, teaching, and service, for fertile dialectic within the higher education communities, and for wider support of the adult's need to know. 相似文献
15.
This study explored the practices of teachers, nonformal science educators, community organizers, youth program managers, and other educators facilitating youth participation in local environmental action, as well as the experiences of some of the youth involved. We conducted narrative interviews with 33 educators facilitating youth environmental action in communities throughout the United States and group interviews with 46 youth participating in nine environmental action programs in New York State. Through interpretation of educators' stories and youths' reflections, we discovered strong parallels with theory and empirical research in the youth development literature suggesting environmental action is a valuable context for positive youth development. 相似文献
16.
Martha C. Monroe Heidi L. Ballard Annie Oxarart Victoria E. Sturtevant Pamela J. Jakes Emily R. Evans 《Environmental Education Research》2016,22(8):1098-1114
We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects. 相似文献
17.
Prof. James Youniss Ph.D. Prof. Dr. Heinz Reinders 《Zeitschrift für Erziehungswissenschaft》2010,13(2):233-248
We discuss findings and issues regarding community service by youth in the United States, for example: Is school-based required service as effective as voluntary service, and if increasing numbers of youth are doing service, why has political engagement not increased? We next present a theory proposing that certain kinds of service can contribute to the development of social identity. Such service would be challenging, bring youth into direct contact with the strange “other,” and engage youth with organizations which represent moral and political traditions. We conclude with speculations on ways community service might benefit identity development in German youth and help to resolve tensions in contemporary German society. 相似文献
18.
Ann Monroe 《The Educational forum》2013,77(1):58-66
Non-formal learning for urban youth has a long history in the United States; it remains a source of innovation. This essay draws on literature about organizations that use community ties to encourage cognitive development and identity formation. It then describes how one youth organization in Camden, New Jersey uses presentations to the community of its in-house business projects as springboards into further development. Such non-formal learning structures can have wide application to other sites of learning. 相似文献
19.
《Asia Pacific Journal of Education》2012,32(4):441-454
In line with the Ministry of Education's vision of the delivery of twenty-first century competencies amongst all students in Singapore, the National Institute of Education in Singapore employs service learning as a pedagogical tool to develop community outreach and engagement. This paper begins with a review of related literature on service learning as a means of enhancing the quality of pre-service teacher education programmes internationally. It then looks at how the teaching of the English language may be used as a principal means by which students can make an impact on a local community of their choice in the Singaporean context. It draws attention to the nexus of theory and practice via highlighting three service-learning projects where the vital relationship between the pedagogical methods area of study known as Curriculum Studies on English Language Teaching and the opportunity to practise English language teaching outside the traditional clinic field experience offered through practicum posting are presented. The paper concludes with the proposition that service learning promotes active citizenry and moral education of youth and allows student teachers an opportunity to build deep partnerships with the community even before they step into the teaching profession as full-fledged teachers. 相似文献
20.
美国高校服务学习及其推广 总被引：1，自引：0，他引：1
校园契约及其服务学习在美国经过多年的实践,被证明是促进高等教育与社会和谐发展和社会进步的有效方法,并且还在不断向前发展。由于社会发展阶段与教育体制的差异,服务学习理念及其实践的国际化推广遇到了一些障碍。探讨服务学习在推广、实施过程中可能遇到的不利因素,从中获取相关经验,有利促进服务学习在我国高等教育改革中的实施。 相似文献