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This volume represents a breakthrough discussion of the research
issues surrounding innovative pedagogies. Using service-learning as
its focus, it explores ways in which researchers and evaluators can
study a teaching and learning approach that has multiple goals,
including both academic and affective development. The chapter
authors show how to study a topic that is multilayered, complex,
and involves the ways in which individuals make meaning of their
experiences.
Seven challenges that researchers need to grapple with in studying
service-learning are identified and addressed: defining
service-learning; basing service-learning research on strong
theoretical foundations; refining service-learning research design
and methodology; interpreting service-learning results;
disseminating service-learning research findings; improving
service-learning practice; and building funding to support
service-learning research. In addition, practical recommendations
are provided for professionals involved in doing research on
service-learning and more broadly on any form of experiential
education, community service and development, or educational
reform.
"Studying Service-Learning: Innovations in Education Research
Methodology" is an essential resource for researchers who are
interested in studying innovative teaching and learning strategies
and for students who are learning about a range of research
methodologies.
This volume represents a breakthrough discussion of the research
issues surrounding innovative pedagogies. Using service-learning as
its focus, it explores ways in which researchers and evaluators can
study a teaching and learning approach that has multiple goals,
including both academic and affective development. The chapter
authors show how to study a topic that is multilayered, complex,
and involves the ways in which individuals make meaning of their
experiences.
Seven challenges that researchers need to grapple with in studying
service-learning are identified and addressed: defining
service-learning; basing service-learning research on strong
theoretical foundations; refining service-learning research design
and methodology; interpreting service-learning results;
disseminating service-learning research findings; improving
service-learning practice; and building funding to support
service-learning research. In addition, practical recommendations
are provided for professionals involved in doing research on
service-learning and more broadly on any form of experiential
education, community service and development, or educational
reform.
"Studying Service-Learning: Innovations in Education Research
Methodology" is an essential resource for researchers who are
interested in studying innovative teaching and learning strategies
and for students who are learning about a range of research
methodologies.
Linking research and educational practice for the benefit of both
is not a new idea. If practice such as service-learning is a bold
departure from the status quo, however, research is not just
beneficial, it is critical. If schools are to become laboratories
of democracy and entrepreneurship, and if students are to become
engaged as partners in renewal of their communities, a research
case must be made for service-learning. Does learning take place?
Will other kinds of learning suffer? What kinds of practice are
most effective? Clearly, solid research is essential if this
transforming way of teaching and learning is to be fully integrated
into American schooling and youth development institutions.
The National Youth Leadership Council (NYLC) took a first step
toward joining service-learning practice with research in 1983. In
1991, NYLC created a center which initiated and encouraged program
evaluation, formative research that informs and improves practice,
and summative studies that measure results. This volume grew out of
a National Service-Learning Conference--an annual event convened by
the NYLC. A day long research seminar at the conference brought
together researchers to discuss the latest developments among
themselves and with practitioners. Impressive in their range and
rigor, their papers offer documentation and analysis useful to an
emerging research knowledge base. It is a starting point for the
evidence needed to firmly establish service-learning for K-12 age
people as a widely accepted way of teaching and learning.
Ego Identity: A Handbook for Psychosocial Research contains an
integrated presentation of identity theory, literature reviews
covering the hundreds of research studies on identity, a discussion
of the techniques of interviewing for psychosocial constructs, and
model Identity Status Interviews and scoring manuals for three age
groups: early- and middle- adolescence, the college years and
adulthood. Special attention is devoted to questions of the
personality and social patterns associ ated with differing
approaches to the task of identity formation, the processes and
patterns of identity development, and the similarities and
differences with which females and males form their sense of
identity. Theory and research on Erikson's concept of intimacy is
presented, including the Intimacy Status Interview and scoring
manual. This handbook is also designed to serve as a model for
those interested in developing and using interview techniques for
any of the other Eriksonian stages of psychosocial development.
This book is ideal for researchers of ego identity and intimacy,
practitioners and graduate students in developmental, personality,
and social psychology as well as to psychiatrists.
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