Description

"A frank, thorough history and review of service-learning....Service-Learning is a critical piece of the large service-learningmovement. It is an ideal guide for new service-learningprofessionals, faculty members, academic or service administrators,and hopefully, public policymakers."

--Pade Informer

In this fascinating collection of stories, leaders inservice-learning describe their early efforts to combine educationwith social action. Their reflections help construct a pedagogy ofservice-learning that will inspire newcomers and guide programdevelopment. The authors assess pioneering experiences andrecommAnd steps for future policy and practice, emphasizing thecritical need to preserve an activist commitment as programs becomeincreasingly institutionalized. This highly readable book willassist academic leaders, faculty members, student servicesprofessionals, educational researchers, adult educators, and publicpolicymakers who seek a common understanding of the origins,purposes, and objectives of this vital learning initiative.

Service-Learning: A Movement's Pioneers Reflect on Its Origins, Practice, and Future

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£34.99

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Paperback / softback by Timothy K. Stanton , Dwight E. Giles

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Short Description:

"A frank, thorough history and review of service-learning....Service-Learning is a critical piece of the large service-learningmovement. It is an ideal... Read more

    Publisher: John Wiley & Sons Inc
    Publication Date: 15/01/1999
    ISBN13: 9780787943172, 978-0787943172
    ISBN10: 0787943177

    Number of Pages: 304

    Non Fiction , Politics, Philosophy & Society

    Description

    "A frank, thorough history and review of service-learning....Service-Learning is a critical piece of the large service-learningmovement. It is an ideal guide for new service-learningprofessionals, faculty members, academic or service administrators,and hopefully, public policymakers."

    --Pade Informer

    In this fascinating collection of stories, leaders inservice-learning describe their early efforts to combine educationwith social action. Their reflections help construct a pedagogy ofservice-learning that will inspire newcomers and guide programdevelopment. The authors assess pioneering experiences andrecommAnd steps for future policy and practice, emphasizing thecritical need to preserve an activist commitment as programs becomeincreasingly institutionalized. This highly readable book willassist academic leaders, faculty members, student servicesprofessionals, educational researchers, adult educators, and publicpolicymakers who seek a common understanding of the origins,purposes, and objectives of this vital learning initiative.

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