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Book Synopsis
Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. Its efficacy has been researched in a variety of ways and this volume continues to expand that research base. In particular, in this volume, Service-Learning Pedagogy: How Does It Measure Up?, we explore three broad areas of service-learning research and practice that reflect broader discussions of the role of pedagogy in today’s educational reform efforts: TeacherEducation, Crossing Boundaries: Deepening Relationships in Service-Learning and New Paradigms/Conceptual Frameworks.

Many have called for more rigorous methods when researching service-learning pedagogy. That has been the major impetus for this volume. We seek to generate knowledge regarding service-learning pedagogy, while developing theories about it. We surface some elusive affective characteristics of the pedagogy, which we know has the power to produce transformational learning. To this end, the authors who have contributed to this volume effectively add to the growing body of knowledge in the field and help us get closer to understanding the extent to which service-learning does and does not measure up.

Service-Learning Pedagogy: How Does It Measure

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    A Paperback / softback by Virginia M. Jagla, Andrew Furco, Jean R. Strait

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      View other formats and editions of Service-Learning Pedagogy: How Does It Measure by Virginia M. Jagla

      Publisher: Information Age Publishing
      Publication Date: Publication Date: 28/02/2015
      ISBN13: 9781623969554, 978-1623969554
      ISBN10: 1623969557
      Also in:
      Educational strategies and policy

      Description

      Book Synopsis
      Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. Its efficacy has been researched in a variety of ways and this volume continues to expand that research base. In particular, in this volume, Service-Learning Pedagogy: How Does It Measure Up?, we explore three broad areas of service-learning research and practice that reflect broader discussions of the role of pedagogy in today’s educational reform efforts: TeacherEducation, Crossing Boundaries: Deepening Relationships in Service-Learning and New Paradigms/Conceptual Frameworks.

      Many have called for more rigorous methods when researching service-learning pedagogy. That has been the major impetus for this volume. We seek to generate knowledge regarding service-learning pedagogy, while developing theories about it. We surface some elusive affective characteristics of the pedagogy, which we know has the power to produce transformational learning. To this end, the authors who have contributed to this volume effectively add to the growing body of knowledge in the field and help us get closer to understanding the extent to which service-learning does and does not measure up.

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