The purpose of this set 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 set constitutes 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
Assessment" will 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.Both volumes open with chapters focused
on defining the criteria for quality research. "Volume 2A, " then
begins with research related to "students," comprising chapters
that focus on cognitive processes, academic learning, civic
learning, personal development, and intercultural competence. The
concluding "faculty" section presents chapters on faculty
development, faculty motivation, and faculty learning. "Volume 2B"
addresses "community" development, 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 "partnerships" in service learning includes
chapters on conceptualizing and measuring the quality of
partnerships, inter-organizational partnerships, and student
partnerships.Both volumes are also available separately.
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