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Research on Service Learning: Conceptual Frameworks and Assessments (IUPUI…

von Patti H. Clayton

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The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This volume, 2A, opens with chapters focused on defining the criteria for quality research. It then moves on to research related to students, comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding facultysection presents chapters on faculty development, faculty motivation, and faculty learning. Constituting a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research. Research on Service Learning: Conceptual Frameworks and Assessmentwill be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry. Volume 2B,sold separately,also opens with chapters focused on defining the criteria for quality research. It looks at communitydevelopment, and the role of nonprofit organizations in service learning. It then focusses on institutions, examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on partnershipsin service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.… (mehr)
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The 2nd half of volume 2 focuses on research on communities and SL (community outcomes of SL and examining SL from the perspective of community organization capacity); research on institutions of higher education and SL (improving research on SL institutionalization through attention to theories of organizational change,the engaged department, and research on institutional leadership for SL); and research on partnerships and SL (conceptual frameworks for partnerships in SL, organizational partnerships in SL, and student partnerships in SL). Part 1 from volume 2A is reprinted in volume 2B.
  CTLLibrary | May 13, 2013 |
Research on Service-Learning - Volume 2 is published in 2 separate books (Vol. 2A and 2B). There are three larger sections in volume 2A: 1) Orientation to Research on Service-Learning (which includes a chapter on an introduction to Service-Learning [SL] research and attributes of high-quality research on SL; 2) is Research on Students and Service-Learning (which includes chapters on research and teoretical perspectives on cognitive outcomes of SL, conceptualizing , assessing, and investigating academic learning in SL, civic learning through SL, investigatin personal development outcomes in SL, and framing and assessing students' intercultural competence in SL); 3) is about Research on Faculty and SL (which includes chpaters on investigating faculty development for SL, research on faculty motivations for SL and community engagement, and theoretical perspectives and research on faculty learning in SL).

The volume is useful for those newer to research in SL and to those conducting a review of related literature in SL.
  CTLLibrary | May 9, 2013 |
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The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This volume, 2A, opens with chapters focused on defining the criteria for quality research. It then moves on to research related to students, comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding facultysection presents chapters on faculty development, faculty motivation, and faculty learning. Constituting a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research. Research on Service Learning: Conceptual Frameworks and Assessmentwill be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry. Volume 2B,sold separately,also opens with chapters focused on defining the criteria for quality research. It looks at communitydevelopment, and the role of nonprofit organizations in service learning. It then focusses on institutions, examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on partnershipsin service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.

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