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Articles 61 - 66 of 66
Full-Text Articles in Service Learning
Adults As Allies, Barry Checkoway
Adults As Allies, Barry Checkoway
Partnerships/Community
Young people are creating community change! They are tutoring in the schools, working in health clinics, and serving meals in soup kitchens. They are cleaning up the environment, rehabilitating houses for the homeless, and formulating strategies for neighborhood revitalization. They are solving problems, planning programs, and involving people in decisions at the community level.
Service-Learning: A Balanced Approach To Experiential Education, Andrew Furco
Service-Learning: A Balanced Approach To Experiential Education, Andrew Furco
Service Learning, General
For over a quarter of a century, education researchers and practitioners have struggled to determine how to best characterize service-learning. In 1979, Robert Sigmon defined service-learning as an experiential education approach that is premised on "reciprocal learning" (Sigmon, 1979). He suggested that because learning flows from service activities, both those who provide service and those who receive it "learn" from the experience. In Sigmon's view, service-learning occurs only when both the providers and recipients of service benefit from the activities.
Is Service-Learning Really Better Than Community Service? A Study Of High School Service Program Outcomes, Andrew Furco
Is Service-Learning Really Better Than Community Service? A Study Of High School Service Program Outcomes, Andrew Furco
Service Learning, General
In their 1981 study, the Experiential Education Evaluation Project, Dan Conrad and Diane Hedin investigated the impact of a range of experiential education programs on secondary school students. The study, which involved more than 1000 secondary school students, compared the effects of five different types of experiential education programs-community service, internships, political action, community study, and adventure education on students' psychological, social, and intellectual development. The study found that the various programmatic forms of experiential education showed significant, positive effects in all three student outcome areas. It also revealed that certain programmatic features, such as clearly articulated program goals and …
Service-Learning And School-To-Work: Making The Connections, Andrew Furco
Service-Learning And School-To-Work: Making The Connections, Andrew Furco
Service Learning, General
Recently, much attention has been focused on two federal initiatives that encourage students to explore learning opportunities outside the classroom. The National and Community Service Trust Act and the School to Work Opportunities Act provide states with assistance to develop and implement school programs in which elementary, secondary, and post-secondary students are engaged in learning experiences that are hands-on, meaningful, and connected to the real world. Although the acts differ on their intended educational purposes, both are based on similar educational philosophies, principles, and pedagogies. These fundamental similarities suggest that the two reforms can work synergistically to establish powerful and …
Service Learning: Developing A Curriculum For Caring, Sally R. Beisser
Service Learning: Developing A Curriculum For Caring, Sally R. Beisser
Service Learning, General
This article defines service learning and provides summary data on a federal grant from the Corporation for National and Community Service to implement service learning in the classroom. The author identifies and describes four categories of successful service projects and provides examples of integrating the curriculum content to identify and meet community and school-based needs. She then suggests instructional strategies and follow-up resources for professional use.
Community-Based Learning: A Foundation For Meaningful Educational Reform, Thomas R. Owens, Changhua Wang
Community-Based Learning: A Foundation For Meaningful Educational Reform, Thomas R. Owens, Changhua Wang
Service Learning, General
Many of today's leaders in education, business, and community development are coming to realize, even more than in the past, that schools alone cannot prepare our youth for productive adulthood. These leaders are ready to try new approaches that link learning activities in classrooms with a full range of learning experiences available in our communities.