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Journal articles on the topic 'In-service courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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1

Turner, Peter. "In-Service Courses for All." British Journal of Special Education 8, no. 2 (June 15, 2007): 31–32. http://dx.doi.org/10.1111/j.1467-8578.1981.tb01430.x.

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2

Wu, Ming-Ta, Show-Yu Lin, Ya-I. Cho, and Hui-Huang Chen. "The Service-Learning Courses in Ilan University to Promote Nanotech’s Popular Science Education." International Journal of Information and Education Technology 5, no. 11 (2015): 814–17. http://dx.doi.org/10.7763/ijiet.2015.v5.617.

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3

Jones-Eversley, Sharon D., Diane M. Harnek Hall, and Cynthia M. Vejar. "Appreciative Inquiry in Service-Learning Courses." Journal of Baccalaureate Social Work 23, no. 1 (January 1, 2018): 77–90. http://dx.doi.org/10.18084/1084-7219.23.1.77.

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Service-learning provides an opportunity for BSW students to actively apply course concepts in the field. Experiential learning can transform abstract theories that substantiate multidimensional contexts into practical scenarios in the field. Although service-learning courses are encouraged, faculty workload concerns and the need for guided, structured experiences deter many faculty members from participating. Appreciative inquiry, a strategy focused on using strengths to build solutions in agencies, can provide a framework for student assignments that entail student-group work with community agencies and communities. Using this framework, BSW students and instructors can co-create a learning experience through planned and structured interactions with community agencies. An explanation of appreciative inquiry and its utility in the service-learning classroom are presented.
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4

Cassel, Lillian, Doris Lidtke, Barbara Owens, and John Beidler. "Trends in service courses (panel session)." ACM SIGCSE Bulletin 17, no. 1 (March 1985): 318. http://dx.doi.org/10.1145/323275.323398.

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5

Crookall, Philip. "A Strategy for In‐Service Courses." British Journal of In-Service Education 14, no. 1 (December 1987): 61–63. http://dx.doi.org/10.1080/0305763870140113.

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6

Collins, Jude. "In‐Service Courses: Teachers know best." British Journal of In-Service Education 17, no. 1 (January 1991): 69–74. http://dx.doi.org/10.1080/0305763910170112.

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7

Lyons, Robert E. "065 USING THE SERVICE COURSE CONCEPT IN HORTICULTURE." HortScience 29, no. 5 (May 1994): 437c—437. http://dx.doi.org/10.21273/hortsci.29.5.437c.

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An undergraduate “Service Course” generally presents principles of a particular discipline in an uncomplicated manner needing no prerequisites. The target audience is typically students majoring outside the service course department or undeclared majors. The primary motives behind service courses are recruitment from within the university, providing non-mjors with a broad appreciation for a discipline, and providing graduate students with classroom teaching/management experience. `The structure, dynamics, success, and adaptability of “Indoor Plants,” a Virginia Tech Horticulture service course enrolling approximately 400 students per year, will be discussed. Comparisons with other service courses will be made.
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8

Solovey, Mykola. "IN-SERVICE TEACHER TRAINING COURSES: ORGANIZATIONAL COMPONENTS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (September 28, 2017): 121–29. http://dx.doi.org/10.25128/2415-3605.17.2.17.

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9

Waldner, Leora S., and Debra Hunter. "Client-based Courses: Variations in Service Learning." Journal of Public Affairs Education 14, no. 2 (September 2008): 219–39. http://dx.doi.org/10.1080/15236803.2008.12001521.

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10

Yoshida, Masami. "Study on Dissemination of Scholarly Papers with Open Source Options about Regional in-Service Courses." International Journal of Information and Education Technology 6, no. 7 (2016): 550–54. http://dx.doi.org/10.7763/ijiet.2016.v6.749.

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11

Hayford, Barbara, Sally Blomstrom, and Buffany DeBoer. "STEM and Service-Learning: Does Service-Learning Increase STEM Literacy?" International Journal of Research on Service-Learning and Community Engagement 2, no. 1 (December 30, 2014): 32–43. http://dx.doi.org/10.37333/001c.002001004.

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The importance of education in science, technology, engineering, and mathematics (STEM) disciplines is again a topic of discussion among policy makers and scientists, particularly given perceived declines in STEM performance by students in the U.S. Service-learning has been used in innovative and creative ways to enhance learning in a variety of STEM-related courses. Improving STEM literacy is also a focal point of STEM education and has been explicitly linked to servicelearning projects. Herein the authors review literature linking service-learning to academic achievement in STEM-related courses. They then examine whether service-learning enhances STEM literacy in a STEM-centered communications course at an aeronautics engineering university and in two biology courses at a small rural college. Despite early calls by researchers for improved rigor in the field of service-learning research, the literature review indicates that few studies over the past 15 years employed rigorous research techniques when examining whether service-learning affects academic achievement in STEM courses. Results of mixed-methods analyses showed that service-learning enhanced science literacy in the three STEM-related courses. First, students scored significantly higher on a post-service survey of skills and content relative to the pre-survey survey at the aeronautics engineering university. Second, students earned significantly higher grades in a written report of their service-learning project relative to a non-service-oriented project in the small rural college. Third, students indicated through comments on evaluations and reflections that the service-learning projects enhanced the STEM content in the courses.
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12

Arthur, Deborah Smith, and Jamie Valentine. "In Service Together: University Students and Incarcerated Youth Collaborate for Change." Prison Journal 98, no. 4 (May 30, 2018): 427–48. http://dx.doi.org/10.1177/0032885518776377.

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Through the lens of two courses at Portland State University (PSU), this article addresses critical service learning pedagogy as transformational for both incarcerated youth and university students. In one course, PSU students share a writing/art workshop with youth in juvenile detention though The Beat Within ( www.thebeatwithin.org ). Another course brings together PSU students and young men incarcerated at MacLaren Youth Correctional Facility in an inside/out course format ( www.insideoutcenter.org ). Working collaboratively, students have developed a variety of service-learning projects. This article explores the impact of critical service learning courses on both incarcerated young people and university students.
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13

Ketsman, Olha. "Perspectives of Pre-Service Teachers About Blended Learning in Technology Integration Courses." International Journal of Mobile and Blended Learning 11, no. 4 (October 2019): 15–31. http://dx.doi.org/10.4018/ijmbl.2019100102.

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This mixed-methods study explores pre-service teachers' perspectives towards using blended learning in technology integration courses. Data were collected through surveys and interviews with pre-service teachers enrolled in technology integration courses in a large Midwestern university. Findings from the study showed that pre-service teachers had favorable perspectives towards using a blended learning approach to teach technology integration courses. The majority of pre-service teachers preferred that the technology-integration course adopt a blended format instead of a traditional face-to-face format; however, it is uncertain if students will be more motivated to study in a blended technology integration course than in a traditional face-to-face one. The study has implications for higher education faculty, instructional designers and technology specialists.
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14

Blouin, David D., and Evelyn M. Perry. "Whom Does Service Learning Really Serve? Community-Based Organizations' Perspectives on Service Learning." Teaching Sociology 37, no. 2 (April 2009): 120–35. http://dx.doi.org/10.1177/0092055x0903700201.

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One of the major selling points of service-learning courses is their potential to mutually benefit communities, universities, and students. Although a great deal of research reports numerous pedagogical and personal benefits for students—from improved grades and increased civic engagement to increased understanding and appreciation of diversity—there is relatively little research on the impact of service learning on the community. To understand when and how service-learning courses benefit the community, we conducted in-depth interviews with representatives of local community-based organizations that have worked with service learners. We report on the primary benefits and costs associated with service-learning courses. We identify three types of obstacles to successful service-learning courses: issues related to student conduct, poor fit between course and organizational objectives, and lack of communication between instructors and organizations. We develop practical guidelines for addressing these obstacles and for ensuring that service learning fulfills teaching and learning goals and provides valuable service to community-based organizations.
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Doan, Sara. "Contradictory Comments: Feedback in Professional Communication Service Courses." IEEE Transactions on Professional Communication 62, no. 2 (June 2019): 115–29. http://dx.doi.org/10.1109/tpc.2019.2900899.

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16

Yuen‐Kwan, Wendy Lam. "How Sustainable Are In‐service Teacher‐training Courses?" Asia-Pacific Journal of Teacher Education 26, no. 1 (March 1998): 65–73. http://dx.doi.org/10.1080/1359866980260106.

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17

Beckman, Mary. "Learning in Action Courses That Complement Community Service." College Teaching 45, no. 2 (April 1997): 72–75. http://dx.doi.org/10.1080/87567559709596195.

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18

Sherman, Ann, and Leo MacDonald. "Service Learning Experiences in University Science Degree Courses." Innovative Higher Education 34, no. 4 (April 14, 2009): 235–44. http://dx.doi.org/10.1007/s10755-009-9110-7.

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19

Ackerman, Michael, William E. Fenton, and Anne M. Raymond. "The Department Chair’s Role in Mathematics Service Courses." PRIMUS 30, no. 6 (January 31, 2020): 700–710. http://dx.doi.org/10.1080/10511970.2020.1712506.

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20

Zwarun, Lara. "Assessing Outcomes of Service Learning in Advertising Courses." Journal of Advertising Education 11, no. 1 (May 2007): 5–16. http://dx.doi.org/10.1177/109804820701100104.

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21

Getz, Marjorie A. "SERVICE LEARNING AS A MEANS TO ENHANCE CONNECTIONS TO OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S536. http://dx.doi.org/10.1093/geroni/igz038.1969.

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Abstract Aging is a distinct part of the life cycle. College students enrolled in courses in gerontology often have difficulty relating to aging, that part of life not yet experienced. They may not fully appreciate that adults become more unique, not more similar, as they age. We describe courses in an undergraduate gerontology certificate program that incorporate experiential learning activities with older adults across a hierarchical sequence of courses. These courses feature service learning opportunities focused on increased understanding of course content, broader appreciation of the discipline and improved sense of civic responsibility. Much like the course content of the curriculum, the incorporated experiential learning opportunities for each course level fit a hierarchy leading to student competence and skills development needed for success in the final independent practicum. For the described courses, students provided community service, experienced direct contact with older adults and used reflective practices to integrate course content into service learning activities. We report on qualitative data obtained from students enrolled in the foundational course, Biophysical Aspects of Aging and the third level course, Aging and Mental Health. Content analyses of reflective essays identified five themes: (a) insights about the realities of aging in America (b) perceptions concerning personal negative stereotypes about older adults; (c) feelings of accomplishment/awareness of new skills in providing community services; (d) understandings related to the importance/value of community service; and (e) successes in integrating the course work on aging into service-learning experiences. Other experiential learning activities incorporated into this gerontology certificate program are highlighted.
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22

Ghavidel, Ali, and Mohammad Safari. "Investigating Effectiveness of In-Service Training Courses: Applications for In-Service Training of Tehran Municipality." International Letters of Social and Humanistic Sciences 57 (August 2015): 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.57.1.

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SMaking a responsive, favorable and efficient official system can be realized thorough training courses based on its current and future needs. The main aim of organizational trainings is facilitating organizations staff improvement in all aspects. On the other hand, what makes planning and administering organizational trainings legal, is their efficiency degrees. Since, the constant improvement of training system is a vital necessity in advancing organizational goals, this study tries to examine components affecting efficiency and effectiveness of in-service training in organizations. The results can be applied by authorities of short-term training courses of Tehran Municipality Organization. Outcomes of the present study revealed that some components like training need assessment and adjusting education system with organization strategies have key roles in improving efficiency and effectiveness of in-service training courses in organizations.
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23

Wooster, A. D., E. Hall, and D. A. Woodhouse. "In-service courses in human relations: One teacher's learning." British Journal of Guidance and Counselling 14, no. 1 (January 1, 1986): 78–87. http://dx.doi.org/10.1080/03069888600760081.

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24

Wooster, A. D., E. Hall, and D. A. Woodhouse. "In-Service Courses in Human Relations: One Teacher's Learning." British Journal of Guidance & Counselling 14, no. 1 (January 1986): 78–87. http://dx.doi.org/10.1080/03069888608253499.

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25

Lim, Younghee, Mi-Youn Yang, Elaine M. Maccio, and Trey Bickham. "Engaging MSW Students in Policy Practice." Advances in Social Work 18, no. 4 (January 2, 2019): 1187–205. http://dx.doi.org/10.18060/22414.

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Social policy courses are a staple in social work curricula, particularly in graduate-level social work education. Indeed, policy practice is among the nine social work competencies stipulated by the Council on Social Work Education. The purpose of the present study is to measure the effectiveness of service-learning over traditional-learning methods in obtaining civic and course-learning outcomes. This study utilized a purposive sample of 89 graduate-level social work students enrolled in advanced social policy courses (30 in a service-learning section, and 59 in traditional sections). Employing a quasi-experimental design, this study found that service-learning is associated with better civic and course-learning outcomes. Service-learning may be utilized to enhance policy practice efficacy based on knowledge, skills, values, and competence.
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26

Boz, Yezdan, Betul Ekiz-Kiran, and Elif Selcan Kutucu. "Effect of practicum courses on pre-service teachers’ beliefs towards chemistry teaching: a year-long case study." Chemistry Education Research and Practice 20, no. 3 (2019): 509–21. http://dx.doi.org/10.1039/c9rp00022d.

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In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers’ beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants’ beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers’ beliefs regarding chemistry teaching were conducted three times while participating in the SE and PT courses. During the PT course before their teaching experiences the participants prepared CoRes, and after their experiences they critiqued their own performances. Moreover, the participants were observed during their student-teaching experiences to identify how they transfer their beliefs into their teaching. Data were analyzed via inductive analyses. Results indicated that both pre-service teachers had stable core beliefs derived from their own experiences as students that remained constant during these courses and guided their practical instruction. Although both participants attended the same courses during the teacher education program, their attitudes while taking the educational courses were different. Factors that shaped pre-service teachers’ beliefs towards teaching were presented as the practicum courses enriched with CoRes and reflection papers, observing their mentors, experiences gained from microteaching sessions, and pedagogical and methods courses taken during the pre-service teacher education program. Implications for the formation of pre-service teachers’ beliefs towards teaching throughout pre-service teacher education programs were provided.
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Gambini, Alessandro, and István Lénárt. "Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers." Education Sciences 11, no. 7 (July 14, 2021): 350. http://dx.doi.org/10.3390/educsci11070350.

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This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title ‘Ball Geometry’ at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers’ professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses’ objectives.
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Sterett, Susan, Nicole DuPuis, and Faith Gibson Hubbard. "Administrative Law and Service Learning: Clients, Repetition, and Race." Administration & Society 49, no. 5 (January 29, 2017): 679–99. http://dx.doi.org/10.1177/0095399717690016.

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The public service mission of public administration programs invites rethinking the exclusive focus on federal court decisions in administrative law courses. In spring 2015, we worked together in a course on the legal environment for public administration. The course included elements of the standard administrative law syllabus as well as a service component. The class worked with a city on a project that required the class to gather information about civil liability, policing, and racial inequality. A service project allows deeper learning while upending expectations of education as absorbing material presented to students. We argue service projects can be part of administrative law courses.
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29

Olusola, Ogunlade Bamidele, and Bello Lukuman Kolapo. "Pre-Service Teachers' Perceived Relevance of Educational Technology Course, Digital Performance." International Journal of Technology-Enabled Student Support Services 9, no. 1 (January 2019): 41–54. http://dx.doi.org/10.4018/ijtesss.2019010103.

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Educational technology courses are designed to equip prospective teachers with knowledge and skills to use technology for effective instructional delivery. However, the way students perceive the appropriateness and relevance of the instructional content would go a long way in determining their performance and commitment to the course. Student performance in educational technology courses could be improved, if they perceive the instructional content to be relevant to their academic pursuits and future career development. Therefore, this study examined pre-service teachers' perceived relevance of educational technology content, digital tools and their performance in an educational technology course. The study was carried out on 261 pre-service teachers and the result showed that the perceived relevance of educational technology course by the students was high. The correlation coefficient (r) of 0.015 showed a positive relationship between pre-service teachers' perceived relevance of educational technology courses and the performance at the end of semester examination of the course.
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30

Choe-Smith, Chong Un. "Service Learning in Philosophical Ethics." Teaching Ethics 20, no. 1 (2020): 91–112. http://dx.doi.org/10.5840/tej202141594.

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Ethics training is becoming increasingly common in pre-professional contexts to address ethical misconduct in business, medicine, science, and other disciplines. These courses are often taught by philosophers. The question is whether such ethics training, which involves philosophical reflection, is effective in cultivating ethical behavior. This paper takes a closer look at the goals of teaching ethics and how our current methods are ineffective in achieving the affective and active goals of teaching ethics. This paper then suggests how experiential learning and, specifically, service learning may be one way forward in achieving these goals. While some pre-professional programs have implemented service learning, the ethics courses offered by philosophers also may be improved by giving students more opportunities to engage their communities through service learning.
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31

Zhao, Baomei. "Service Learning in Human Service Classes." International Journal for Innovation Education and Research 4, no. 3 (March 31, 2016): 33–39. http://dx.doi.org/10.31686/ijier.vol4.iss3.523.

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Service Learning is a form of application learning that applies what the students learned in the classroom to the real world in the context of a community service project. In recent years, Service Learning has been included in many academic disciplines throughout the United States. Most often these service-learning activities need students to use more than what they learned in the classroom to apply critical thinking on the real world cases. This requires the faculty to work on establishing community relationships to develop service-learning projects for relevant courses, site deputies to work closely with the professor and students, and students’ passion to apply theory to practice. This paper used the Ecological Model and demonstrates Service Learning designs for four human service classes at The University of Akron to help students’ success.
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Bukas Marcus, Valerie, Noor Azean Atan, Sanitah Mohd Yusof, and Lokman Tahir. "A Systematic Review of e-Service Learning in Higher Education." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 06 (April 17, 2020): 4. http://dx.doi.org/10.3991/ijim.v14i06.13395.

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<p class="0abstract">E-Service Learning is a service-learning course when the instruction and/or the service occurs online gains popularity among educators as we are transitioning to online learning platforms. The current study presents a systematic review of papers on the research involved information and communications technology (ICT) in the service-learning project. Studies have noted the growing use of ICT in service-learning projects for various purposes such as for communication and collaboration, data collection, reflection, and instruction delivery. However, very little research analysed students’ engagement in this e-Service Learning environment. Future research should be done to investigate an effective application of technology in service-learning courses, especially to attain the attention of digital natives nowadays and engaging learners instead of merely using technologies in service-learning courses.</p>
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33

Relf, D., and E. Phibbs. "STUDENT ASSESSMENT OF SERVICE-LEARNING IN HORTICULTURAL THERAPY COURSES." Acta Horticulturae, no. 641 (August 2004): 19–27. http://dx.doi.org/10.17660/actahortic.2004.641.2.

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34

Todor, Ioana. "Integrating multicultural education in pre-service teacher training courses." Journal of Linguistic and Intercultural Education 8 (June 15, 2015): 213–24. http://dx.doi.org/10.29302/jolie.2015.8.14.

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35

Molee, Lenore M., Mary E. Henry, Valerie I. Sessa, and Erin R. Mckinney-Prupis. "Assessing Learning in Service-Learning Courses through Critical Reflection." Journal of Experiential Education 33, no. 3 (March 2011): 239–57. http://dx.doi.org/10.1177/105382590113300304.

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Yan, Chunmei, and Chuanjun He. "Pair microteaching:an unrealistic pedagogy in pre-service methodology courses?" Journal of Education for Teaching 43, no. 2 (February 16, 2017): 206–18. http://dx.doi.org/10.1080/02607476.2017.1286783.

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37

McKenna, Maria W., and Elaine Rizzo. "Student Perceptions of the “Learning” in Service-Learning Courses." Journal of Prevention & Intervention in the Community 18, no. 1-2 (May 10, 1999): 111–23. http://dx.doi.org/10.1300/j005v18n01_09.

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38

Bunyan, Ellen L. Spotz. "A method for stimulating interest in service chemistry courses." Journal of Chemical Education 63, no. 10 (October 1986): 858. http://dx.doi.org/10.1021/ed063p858.

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39

Molee, Lenore M., Mary E. Henry, Valerie I. Sessa, and Erin R. McKinney-Prupis. "Assessing Learning in Service-Learning Courses Through Critical Reflection." Journal of Experiential Education 33, no. 3 (January 1, 2010): 239–57. http://dx.doi.org/10.5193/jee33.3.239.

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40

Gerholz, Karl-Heinz, Verena Liszt, and Katrin B. Klingsieck. "Effects of learning design patterns in service learning courses." Active Learning in Higher Education 19, no. 1 (July 26, 2017): 47–59. http://dx.doi.org/10.1177/1469787417721420.

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Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the effects of service learning, such as its influence on the self-concept, self-efficacy or attitudes to be engaged. However, a lack of research regarding the link between learning design patterns and the effectiveness of service learning can be found. Learning design patterns are teaching or methodical interventions to support the learning and service process of the students. This article presents a study on the experiences of students and charitable organizations in a service learning course concerning the learning design patterns. A mixed-methods design including questionnaires and interviews has been used. Significant effects regarding students’ development of their self-efficacy, self-concept and attitude to being engaged were found. The qualitative results provide a deeper understanding of these changes, including the different perspectives from students and from charitable organizations. The results show differences in the learning design patterns perceived and its support for the service and learning process.
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41

Hundleby, S. "Using methodology notebooks on in-service teacher-training courses." ELT Journal 42, no. 1 (January 1, 1988): 34–36. http://dx.doi.org/10.1093/elt/42.1.34.

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42

Jarvis, J. "Using diaries for teacher reflection on in-service courses." ELT Journal 46, no. 2 (April 1, 1992): 133–43. http://dx.doi.org/10.1093/elt/46.2.133.

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43

Painter, David Lynn, and Courtney Howell. "Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value." Journal of Experiential Education 43, no. 4 (June 16, 2020): 416–30. http://dx.doi.org/10.1177/1053825920931563.

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Background: In response to critics’ charges that the liberal arts lack practical value, most colleges have incorporated service-learning in their curricula. Ideally, these service-learning activities not only benefit the community but also enhance the course’s (a) pedagogical effectiveness as well as the students’ (b) civic engagement and (c) professional development. Purpose: This investigation uses a survey to measure the extent to which service-learning in community engagement courses at a liberal arts college achieved these three outcomes. Methodology/Approach: Specifically, we parsed the influence of service hours and reflection activities on 740 students’ ratings of pedagogical effectiveness, civic engagement, and professional development. Findings/Conclusions: The results suggest students in community engagement courses that included at least 15 service hours and three different types of reflections reported significantly greater outcome achievement than those with fewer hours or reflections. Moreover, class discussions and individual conversations were rated the most effective types of reflection activities. Implications: Based on these findings, we provide some best practice suggestions for service hours and reflection activities in liberal arts community engagement courses.
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Kim Anh, Vo Thi. "EVALUATING THE IMPLEMENTATION OF ACTION RESEARCH COURSE IN AN IN-SERVICE TEACHER TRAINING PROGRAM IN VIETNAM." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 88. http://dx.doi.org/10.24200/jonus.vol2iss2pp88-97.

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The study investigated the effectiveness of Action Research Course, one of the five component courses of the in-service English teacher training program implemented by National Foreign Language 2020 Project in Vietnam. The primary purpose of the course is to help in-service teachers of English develop the ability to do action research in their teaching context. How effective the course is, what alternative strategies can be used for the implementation of the course, what problems prevent the course from meeting the need of the course’s participants, and what improvements should be made were examined in this study. The evaluation on the implementation of the Action Research applies Context, Input, Process and Product (CIPP) model, which is developed by Stuffflebeam to assess strengths and weaknesses of the course for accountability and improvement. A total of 30 in-service teachers of English were interviewed and course documents were reviewed to generate data. Data analysis reveals that the course is effective to develop in-service teachers’ ability to do action research though improvements should be made to textbook and practice session of the course.Keywords: Action research, CIPP model, evaluation, in-service teacher training, The National Foreign Language 2020 projectCite as: Anh, V.T.K. (2017). Evaluating the implementation of Action Research Course in an in-service teacher training program in Vietnam. Journal of Nusantara Studies, 2(2), 88-97.
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45

Surman, Vivien, and Zsuzsanna Eszter Tóth. "Developing a Service Quality Framework for a Special Type of Course." Periodica Polytechnica Social and Management Sciences 27, no. 1 (January 28, 2019): 66–86. http://dx.doi.org/10.3311/ppso.12201.

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This paper addresses the issue of service quality measurement and evaluation in higher education and stresses the need to develop sound measures for special types of courses. During these courses students carry out project works under special circumstances and with special characteristics compared to "ordinary" courses where traditional course evaluation methods have been applied for a long time. The primary aim of the paper is to support the need to develop valid, reliable and replicable measures of service quality in case of these courses. Therefore, a questionnaire was designed for these courses to collect students' perceptions. The results are reported by using an importance-performance analysis supplemented by the draw of statistical conclusions. The presented methodology allows the identification of importance-performance gaps and supports the assessment of quality improvement programs.
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Cooke, Natalie K., Anne K. Pursifull, Kerry M. Jones, and L. Suzanne Goodell. "Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students’ Self-Efficacy in Teaching in the Community." Journal of the Scholarship of Teaching and Learning 17, no. 3 (July 26, 2017): 1–18. http://dx.doi.org/10.14434/v17i3.21306.

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Service-learning programs provide students with opportunities to gain discipline-specific skills, while providing community organizations with a steady pool of volunteers. However, because students may lack the skills needed to effectively serve the community, skills-based training may need to be incorporated into service-learning courses. Students in a community nutrition service-learning course engaged in 7 weeks of training before teaching a 6-week-long nutrition education course to community members. The training included three layers of activities: (1) basic activities, which introduced the students to material necessary to build skills for their service-learning experience; (2) directed activities, which allowed them to refine a targeted skillset; (3) and collective activities, which allowed for the application of multiple skills. Through qualitative interviews with 12 of the 19 students who had been enrolled in the course, we determined the impact of a pre-service-learning training program on the development of the skills necessary to successfully teach a nutrition education course. Thematic analysis of the data revealed two major themes: (1) “layered learning” activities facilitate skill building and (2) a stressful, yet supportive, environment facilitates growth. Together, these aspects of course design allow students to develop skills and their self-efficacy in those skills. Therefore, instructors who plan to incorporate service-learning into their nutrition courses may benefit from designing a pre-service-learning training to improve student learning outcomes.
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Williams Howe, Carrie, Kimberly Coleman, Kelly Hamshaw, and Katherine Westdijk. "Student Development and Service- Learning: A Three-Phased Model for Course Design." International Journal of Research on Service-Learning and Community Engagement 2, no. 1 (December 30, 2014): 44–62. http://dx.doi.org/10.37333/001c.002001005.

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Many key resources in service-learning literature offer tools and advice to faculty members for designing effective service-learning courses; these materials typically focus on integrating service-learning effectively into a syllabus, fostering reciprocal partnerships, and using reflection to analyze experience. In addition, a number of research studies have explored the impact of participation in service-learning on student development outcomes. However, very few resources “flip” this equation—that is, there is less information in the literature on how student development theory can inform the effective design of service-learning courses and curricula. This article utilizes an extensive review of student/adult development and learning theory to propose a three-phased model for service-learning course design. Informed by the authors’ experiences working with faculty members and departments, the article provides examples illustrating the potential impact of this approach for individual courses or sequential curricula.
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Neeper, Lance S., and Stacy K. Dymond. "Incorporating Service-Learning in Special Education Coursework: Experiences of University Faculty." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 4 (April 26, 2020): 343–57. http://dx.doi.org/10.1177/0888406420912373.

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The purpose of this investigation was to determine how service-learning (SL) is used by special education faculty in higher education courses. Participants were 13 special education faculty with documented expertise in SL pedagogy. Sources of data included a demographic questionnaire, a semistructured interview, and course documents. Interviews were analyzed using a content analysis procedure, and course documents were reviewed to confirm interpretations of interview data. Findings describe course types, topics, and enrollment; course elements; types of SL projects; course delivery methods; and selection of community partners. Faculty shared similar definitions and understanding of SL; however, they used SL differently to purposefully meet specific course and programmatic needs.
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Fokides, Emmanuel. "Pre-Service Teachers, Computers, and ICT Courses." International Journal of Information and Communication Technology Education 12, no. 4 (October 2016): 25–36. http://dx.doi.org/10.4018/ijicte.2016100103.

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The study presents the results of a four-year long survey among pre-service teachers, examining factors which influence their knowledge and skills on computers, as well as factors which contribute to shaping their perceived computer competency. Participants were seven hundred fifty-four senior students, at the Department of Primary School Education, University of the Aegean. Results analyses, using multiple linear regression, indicate that pre-service teachers do not actually know much about computers and that they base their perceived competence on computers mainly on how skilled they believe they are in office applications. Results also indicated that the number of ICT related courses students attended contributed, to some extent, in knowledge acquisition but did not influence their perceived computer competency. Based on the results, recommendations are made in order/so as pre-service teachers to be more adequately prepared to meet the challenges of using ICT at school.
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Currie-Mueller, Jenna L., and Robert S. Littlefield. "Embracing Service Learning Opportunities: Student Perceptions of Service Learning as an Aid to Effectively Learn Course Material." Journal of the Scholarship of Teaching and Learning 18, no. 1 (February 12, 2018): 25–42. http://dx.doi.org/10.14434/josotl.v18i1.21356.

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Educators are aware of the benefits of service learning such as retention or application of course concepts. Students enrolled in courses with a service learning assignment may not be aware of the benefits or may not see the assignment as beneficiary. This study examined student perceptions of service learning to determine if students’ perceptions matched educator perceptions in the literature. Overall, students make the connection between the assignment and course material. Results and themes are discussed.
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