Studying Service-Learning

Presents innovations in research methodology as these are implemented in the study of service-learning, and provides recommendations to professionals doing research on service-learning and on any form of experiential education or educational reform.

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 is the right book, at the right time for the field, with the right issues discussed."—Dwight E. Giles, Jr.University of Massachusetts Boston

Autorentext

Edited by Billig, Shelley H.; Waterman, Alan S.

Inhalt

Contents: S.H. Billig, Introduction. J. Howard, Service-Learning Research: Foundational Issues. A. Furco, Issues of Definition and Program Diversity in the Study of Service-Learning. F. Waldstein, Epistemology and Service-Learning Research. L.R. Bradley, Using Developmental Theory in the Design and Evaluation of K-16 Service-Learning Programs. A.S. Waterman, Issues Regarding the Selection of Variables for Study in the Context of the Diversity of Possible Student Outcomes of Service-Learning. C. Fertman, Y. Yugar, Creating and Utilizing Databases on Service-Learning. D. Hecht, Issues of Research Design and Statistical Analysis. L. Bailis, A. Melchoir, Practical Issues in the Conduct of Large-Scale, Multisite Research and Evaluation. R. Shumer, Self-Assessment for Service-Learning. S. Root, Teacher Research in Service-Learning. J. Anderson, Expanding the Paradigm: Students as Researchers in Service-Learning. D. Hill, T. Pickeral, M. Duckenfield, The Promise and Challenge of Service-Learning Portraiture Research.