Inmate Education as a Service Learning Opportunity for Students

2016 ◽  
Vol 43 (2) ◽  
pp. 120-125 ◽  
Author(s):  
Cheryl L. Meyer ◽  
Megan Harned ◽  
Amanda Schaad ◽  
Katherine Sunder ◽  
Judson Palmer ◽  
...  
Keyword(s):  
Service Learning ◽  
Learning Opportunity ◽  
Inmate Education

Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

scholarly journals Service Learning Through Mission and Ministry

2012 ◽  
Vol 4 (2) ◽  
pp. 127 ◽  
Author(s):  
Clarissa Lopez ◽  
Kuan Chen Tsai
Keyword(s):  
Service Learning ◽  
Positive Relationships ◽  
Learning Opportunity ◽  
Service Projects ◽  
Research Findings ◽  
Service Learning Projects ◽  
The University ◽  
Student's Perceptions ◽  
Learning Projects

The purpose of this study was to determine if student’s perceptions of service learning projects lead to an understanding the mission of the University of the Incarnate Word. It is through the service learning opportunity that a window opens to determine if students gain a prospective of service learning and the meaning of the mission of the institution. The research findings revealed moderate positive relationships among students’ perceptions of learning service projects and the students’ understanding of the mission of the institution. The implications and limitations of this study are discussed.

scholarly journals Service-Learning Cross-Cultural Collaboration: Sustainable Actions in an Elementary School, Bagaces, Costa Rica

2013 ◽  
Vol 8 (1) ◽  
pp. 102-115
Author(s):  
Caroline Murrie Clevenger ◽  
Katharine Leigh
Keyword(s):  
Costa Rica ◽  
Service Learning ◽  
Cross Cultural ◽  
Collaborative Problem Solving ◽  
Education Students ◽  
Learning Opportunity ◽  
Professional Programs ◽  
Student Values ◽  
The University ◽  
The Impact

This paper examines the impact of the experience and learning outcomes from a problem-based service-learning opportunity carried out within the context of a travel course focused on sustainable design and construction. Through a partnership between professional programs from two institutions of higher education, students from XXX University travel to Costa Rica to meet their learning partners from the University of Costa Rica. During the travel course students participate in a service-learning project. The experience successfully emphasizes the power of service-learning to impact student values and thinking, reinforcing social and civic responsibility. As a mechanism to achieve cross-cultural understanding, this service-learning opportunity successfully invites exchange and appreciation of similarities as well as differences through collaborative problem solving, deepening student motivation to learn.

Service-Learning With Students With Exceptionalities

2018 ◽  
pp. 182-202
Author(s):  
Heather Haynes Smith
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
General Education ◽  
Future Research ◽  
Learning Opportunity ◽  
Know How ◽  
Basic Understanding ◽  
History Of ◽  
Support Students ◽  
Practical Recommendations

Aspiring educators require more than a basic understanding of inclusion. They need to know how to support students with exceptionalities and inclusion. The purpose of this chapter is to describe how general education pre-service teachers' participation in authentic service-learning experiences during teacher preparation can support deeper understanding of the theories and practices to support inclusion. This chapter begins with a brief history of inclusion and research on the efficacy of service-learning in teacher preparation. The chapter continues by focusing on the intersection of inclusion and service-learning, describing the advantages integrating an inclusion-focused service-learning opportunity in a required course on students with exceptionalities. This chapter provides an example of one university's experience and concludes with practical recommendations and discussion of planning, implementing, and assessing course-embedded service-learning and directions for future research.

Service-Learning With Students With Exceptionalities

2021 ◽  
pp. 253-273
Author(s):  
Heather Haynes Smith
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
General Education ◽  
Future Research ◽  
Learning Opportunity ◽  
Know How ◽  
Basic Understanding ◽  
History Of ◽  
Support Students ◽  
Practical Recommendations

Aspiring educators require more than a basic understanding of inclusion. They need to know how to support students with exceptionalities and inclusion. The purpose of this chapter is to describe how general education pre-service teachers' participation in authentic service-learning experiences during teacher preparation can support deeper understanding of the theories and practices to support inclusion. This chapter begins with a brief history of inclusion and research on the efficacy of service-learning in teacher preparation. The chapter continues by focusing on the intersection of inclusion and service-learning, describing the advantages integrating an inclusion-focused service-learning opportunity in a required course on students with exceptionalities. This chapter provides an example of one university's experience and concludes with practical recommendations and discussion of planning, implementing, and assessing course-embedded service-learning and directions for future research.

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