This monograph is an attempt to bring together the best recent work in the field to assist teacher educators in developing successful service-learning in their programs and to promote policies and procedures that will foster successful service-learning activities at the local, state, and national levels. Part 1: "Theory, Research, and Foundational Issues" includes chapters entitled "Service-Learning: An Essential Process for Preparing Teachers as Transformational Leaders in the Reform of Public Education" (Carol Myers and Terry Pickeral); "School-Based Service: A Review of Research for Teacher Educators" (Susan C. Root); "Service-Learning and Evaluation: An Inseparable Process" (Robert Shumer); "Service-Learning Professional Development for Experienced Teachers" (Don Hill and Denise Clark Pope); and "Teacher Education and Service-Learning: A Critical Perspective" (Robert Shumer). Part 2: "Diverse Perspectives of Service-Learning and Teacher Education" includes chapters entitled: "Introduction to Part 2" (Joseph A. Erickson); "Working with Preservice Teachers to Improve Service-Learning: A Master Teacher's Perspective" (Christine Hunstiger Keithahn); "A Recent Teacher Education Graduate's View of Service-Learning" (Theresa J. H. Magelssen); "A K-12 Administrator's Perspective" (Mary J. Syfax Noble); "A Service Recipient's Perspective" (Janet Salo, with Susan O'Connor); "Collaborating with the Community: A Campus-Based Teacher Educator's Story" (Rahima C. Wade) and "Turtle Island Project: Service-Learning in Native Communities" (John Guffey). Part 3: "Models for the Integration of Service-Learning and Teacher Education" includes chapters entitled: "Introduction to Part 3" (Jeffrey B. Anderson); "James Madison University" (Diane Fuqua); "Kentucky State University" (Carole A. Cobb); "Clark Atlanta University" (William H. Denton); "Valparaiso University" (Jose Arredondo); "Alverno College" (Julie A. Stoffels); "Gustavus Adolphus College" (Carolyn O'Grady); "Washington State University" (Gerald H. Maring); "California State University-San Marcos" (Joseph F. Keating); "Mankato State University" (Darrol Bussler); "Clemson University" (Carol Weatherford, Marty Duckenfield, and Janet Wright); "Augsburg College" (Vicki L. Olson and Susan O'Connor); "University of Iowa" (Rahima Wade); Ryan); "Seattle University" (Jeffrey B. Anderson); "Providence College" (Jane Callahan and Lynne Ryan). (Contains seven figures, an annotated bibliography, and an appendix, which includes a list of service-learning resources and contributors.) (LH)
Building on evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures.
This book explores such questions as: "Are learning communities essential in education?" "How are they designed and developed?" "What difference do they make in learning?
This volume brings together established and new scholarly voices to explore how participatory and situated approaches to learning can contribute to educational innovation.
Reflecting the author's work with head teachers, this resource provides case studies in each chapter with Practical Tips, Points for Practice, and Points to Ponder and provides specific guidance in areas such as: - Shaping a school culture ...
-How to create a field of listening.
More and more educational leaders are turning to the collaborative learning community model to create school change and improvement. This practical resource offers research-based activities and strategies for providing professional...
No one will deny that life in classrooms is an intense social experience. Crowded together with students for six or more hours a day in a space no bigger than...
The civic promise of service learning. Liberal Education, 91(2), 50–55. Simmons, D. (2010). Anthropology-led- community engagement programs. American Anthropologist, 112(4), 643–645. Watson, D. (2007). Managing civic and community ...
This important work documents and examines evidence of efforts taking place in rural, urban, and suburban Pre-K-12 schools that are actively engaged in creating professional learning communities (PLCs).
Institutions are invited to use this volume to initiate faculty learning communities on their campuses. This is the 97th issue of the quarterly journal New Directions for Teaching and Learning.