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Rooted in the work of community - school collaborations, this text
focuses on connecting the rigors of the classroom with the
ambiguity of lived community experience. Community-Based
Transformational Learning (CBTL) draws on the increasing evidence
that course-learning conducted in an applied, community setting,
can positively transform students' professional and personal
identity and creates new ways of thinking and working in university
courses and pre-professional experiences. To illustrate the
different ways to successfully implement community-based learning,
examples are provided of experiences integrated in courses across
multiple disciplines across an American university whose mission is
focused on teaching. Topics covered include refugee and immigration
transition issues, incarceration and health needs with
international examples of community experiences from Jamaica, Korea
and Belize. Qualitative and quantitative data depict how these
experiences impact students and each chapter presents how community
engagement has been established as an effective approach in the
different disciplines, including computer science and sports
management. The authors demonstrate how CBTL experiences can be
transformative when students are provided a chance to connect the
academic commitment to community aims, but also provides
suggestions for overcoming challenges and pit-falls in developing
these experiences.
Rooted in the work of community – school collaborations, this
text focuses on connecting the rigors of the classroom with the
ambiguity of lived community experience. Community-Based
Transformational Learning (CBTL) draws on the increasing evidence
that course-learning conducted in an applied, community setting,
can positively transform students’ professional and personal
identity and creates new ways of thinking and working in university
courses and pre-professional experiences. To illustrate the
different ways to successfully implement community-based learning,
examples are provided of experiences integrated in courses across
multiple disciplines across an American university whose mission is
focused on teaching. Topics covered include refugee and immigration
transition issues, incarceration and health needs with
international examples of community experiences from Jamaica, Korea
and Belize. Qualitative and quantitative data depict how these
experiences impact students and each chapter presents how community
engagement has been established as an effective approach in the
different disciplines, including computer science and sports
management. The authors demonstrate how CBTL experiences can be
transformative when students are provided a chance to connect the
academic commitment to community aims, but also provides
suggestions for overcoming challenges and pit-falls in developing
these experiences.
With the most recent educational reform through the implementation
of the Common Core Standards, Praxeological Learning: Service-
Learning in Teacher Education can provide a fresh look at
educational transformation through the lens of service-learning in
teacher preparation. As Butin (2003) referenced over a decade ago,
"service-learning rejects the banking model of education, where the
transferences of information from knowledgeable teachers to passive
students is conducted in 45-min increments. It subverts the notion
of classroom as graveyard rows and rows of silent bodies for an
active pedagogy committed to connecting theory and practice,
schools and community, the cognitive and the ethical." The pedagogy
of service-learning has significant implications for teacher
education. Its transformative aspects have far reaching potential
to address teacher candidate dispositions and provide deeper
understanding of social justice. Knowledge of the pedagogy and how
to implement it in candidates' future classrooms and in the
community could modify education to a more powerful experience of
democracy in action and enhance the civic mission of schools. The
current and ongoing research found within this textbook is meant to
continue supporting the notion of educational reform.
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