Pedagogical Variations in Service-Learning and Student Outcomes: How Time, Contact, and Reflection Matter

Pedagogical Variations in Service-Learning and Student Outcomes: How Time, Contact, and Reflection Matter

A study found that college service learning is more effective as a civic and academic pedagogy when students have: (1) at least 15 to 20 hours of service; (2) frequent contact with the beneficiaries of their service; (3) weekly in-class reflection; (4) ongoing and summative written reflection; and (...

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Veröffentlicht in:Michigan journal of community service learning 1998, Vol.5, p.32
1. Verfasser: Mabry, J. Beth
Format: Artikel
Sprache:eng
Schlagworte:
Academic Achievement
Citizenship Responsibility
Classroom Techniques
College Outcomes Assessment
Course Evaluation
Discussion (Teaching Technique)
Educational Benefits
Higher Education
Instructional Effectiveness
Public Service
Reflective Practice
School Community Relationship
Service Learning
Social Values
Supervision
Time Factors (Learning)
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Zusammenfassung:A study found that college service learning is more effective as a civic and academic pedagogy when students have: (1) at least 15 to 20 hours of service; (2) frequent contact with the beneficiaries of their service; (3) weekly in-class reflection; (4) ongoing and summative written reflection; and (5) discussions of their service experiences with both instructors and site supervisors. (Author/MSE)
ISSN:1076-0180