Service-learning is a powerful method of teaching and learning that
has been used effectively for more than two decades. Its efficacy
has been researched in a variety of ways and this volume continues
to expand that research base. In particular, in this volume,
Service-Learning Pedagogy: How Does It Measure Up?, we explore
three broad areas of service-learning research and practice that
reflect broader discussions of the role of pedagogy in today's
educational reform efforts: TeacherEducation, Crossing Boundaries:
Deepening Relationships in Service-Learning and New
Paradigms/Conceptual Frameworks. Many have called for more rigorous
methods when researching service-learning pedagogy. That has been
the major impetus for this volume. We seek to generate knowledge
regarding service-learning pedagogy, while developing theories
about it. We surface some elusive affective characteristics of the
pedagogy, which we know has the power to produce transformational
learning. To this end, the authors who have contributed to this
volume effectively add to the growing body of knowledge in the
field and help us get closer to understanding the extent to which
service-learning does and does not measure up.
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