Dissertations / Theses: 'Service Learning Program'

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Ballard, Maribeth D. "A plan for a kindergarten-sixth grade service learning program." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999ballardm.pdf.

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Nelson, LIsa V. "International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274.

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Peacock, James O. "Transforming Perspectives Through Service-Learning Participation: A Case Study of the College Counts Program." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/117.

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A case study has been conducted on the College Counts program, a well-integrated service-learning program, to examine the experiential learning of 10 former participants. It was the objective of this investigation to view the learning of 10 college students, through the lens of transformational learning, as they reflect on their experiences as participants in the College Counts program. Transformational learning theory was used as a lens to determine if high school students have the ability to engage in transformative learning. Students reported in their own voices transformative learning in one or more of the following forms: increased cultural inclusiveness, commitment to social justice, and/or shift in personal perspective and choices. Results of the study suggested that Mezirow’s transformational learning theory should be expanded to include secondary students.

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Jackel, Daniel. "Evaluating the Effectiveness of an Internship Program." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1117.

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The traditional way to learn about social sciences in a university setting includes taking courses that teach theoretical frameworks and scientific methodologies that are required for one’s major area of study. The courses that are taught to students are determined by what major they sign up for. After a student has taken all required courses,what skills does the student have to take with him after graduation? Whether participation is pursued solely for academic credit, for career development, or for civic engagement, an experiential experience typically enhances a student’s connection between academic content and “real world” applications. Bridging the gap between “real world” situations and the classroom demonstrates the need for the application of knowledge. This project’s primary purpose was to examine the student’s internship experience and determine whether it helped to enhance his or her ability to achieve the predicted outcomes of the internship program. A combination of quantitative and qualitative methodologies was deemed appropriate for empirical analysis. This evaluation project measured enhancement outcomes of an internship program, which rationalized potential designs for the undergraduate sociology major/minor and the undergraduate criminology minor, offered by a higher educational institution.

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Duff, Cathy. "AN EXAMINATION OF THE SERVICE-LEARNING PROGRAM AT A COMPREHENSIVE UNIVERSITY THROUGH THE LENSES OF PROGRAM THEORY AND INSTITUTIO." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2514.

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Case study design, employing qualitative research methods, was used to document and examine a mandatory service-learning program at a new, comprehensive, public university. The study examined service-learning from multiple perspectives. Institutional theory provided a framework for examining the influence of the environment on the conceptualization, adoption, and implementation of service-learning. Program theory was used to identify and analyze the program's conceptual underpinnings, including goals and objectives, intended outcomes for students, and program processes. Knowledge of how a program is supposed to work is useful for developing assessment questions, evaluating institutional effectiveness, and improving program performance. The study included a review of the history of service-learning at the university. Data were collected during the fall 2005 semester and were analyzed using both process and variance modes. Data sources included the following: 35 documents, which spanned the years 1991-2005; interviews with seven faculty members and four academic administrators; and observations of three meetings of service-learning courses, a Government and Not-for-Profit Service Learning Job Fair, and five meetings where service-learning was a primary topic of discussion. Previous studies served as the basis for the following researcher-developed constructs used to code text across data sources: social/civic outcomes, personal outcomes, learning outcomes, and career outcomes. Findings suggest that the goals and outcomes associated with service-learning found in university documents clustered around social and civic involvement, while outcomes reported by faculty during interviews focused on students' personal development and learning related to course content. In general, university documents contained goals and objectives written in vague language, a finding consistent with previous studies.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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Tannenbaum, Sally. "An analysis of an after-school service-learning program for elementary school children /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.

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Thesis (Ed. D.)--University of California, Davis, 2002.
Degree granted in Educational Leadership. Joint doctoral program with California State University, Fresno. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).

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Pauli, Valerie Marie. "An Evaluation of Service Learning for Associate Degree Nursing Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2135.

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The purpose of this study was to evaluate outcomes of the service-learning requirement in the Associate of Science in Nursing (ASN) curriculum at the local college. The problem addressed in this study was that the local ASN program lacked formal evaluation of the service-learning requirement. Guided by Kolb's model of experiential learning, a goal-based, summative evaluation employed as a qualitative case study explored the perceptions of 20 stakeholders including graduates, faculty members, and key community informants. The research questions focused on how service learning influenced a student's learning of cultural competence and the impact service learning had on the community. In-depth qualitative data were collected through face-to-face or phone, semi-structured interviews. Qualitative content analysis was the analytic method used in this study. To ensure trustworthiness, students' perceptions were triangulated with faculty's and community members' perceptions as related to outcomes of service learning, and interpretations were validated through member checking. Key results from the study indicated that service learning was perceived as a valuable component in the curriculum that influenced the students' knowledge of social and cultural factors, as well as their level of cultural competence in clinical practice. In addition, service learning was perceived as having a positive impact on the community. An evaluation report was created to provide administrators at the local college summative data upon which to base decisions regarding curriculum requirements or changes. Positive social change may result if nursing students are involved in civic engagement and have an opportunity to develop a more critical consciousness while serving the local needs of the community.

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Parajuli, Jyotsana. "EFFECT OF AN INTERGENERATIONAL SERVICE LEARNING PROGRAM ON STUDENTS’ ATTITUDES TOWARD PEOPLE WITH DEMENTIA." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438263576.

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Hutcheson, Jessica. "An Evaluation of a Service Learning Program for At-Risk Charter High School Students." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750392.

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This mixed-methods case study examined the impact of a mandatory service-learning intervention college preparatory elective class on at-risk students in a Southern California charter high school. At-risk was defined as, disadvantaged high school students from low income families and possessing poor health, cognitive problems and/or behavior issues that might hinder educational attainment. The embedded design analyzed two years of archival data from four student cohorts (n = 133), all of whom had the same instructor, who was trained to lead the class. The study included a quantitative survey taken by the students at the program’s beginning and end, demographic information, students’ GPAs, attendance records, and reflective journals and notes from the teacher of the class.

The examination of academic achievements of participating students found that student participants increased their school attendance and overall GPA following completion of the class. Including student voice in instructional activities and reflection in writing journals contributed to developing the students’ understanding of leadership capabilities. These leadership capabilities included their change in self-awareness that they and their friends could assume positive leadership roles. Following the class, female students significantly increased their participation in clubs and organizations on campus.

During data analyses, the data coders noted that over the course of the study, the instructor became more focused and included more activities into the class. In year one more than 50% of students were unable to participate in the service-learning project (SLP) prior to the semester’s completion. In year two, the program instructor decreased the time spent on formal curriculum to allow students the opportunity to increase their time spent working on actual SLP. Since then, the service-learning program has been embraced by students and administration as these at-risk students build relationships with their peers and identify student leaders based on their experiences in the ACT program.

Recommendations include that the SLP increase hands-on activities and seek formal opportunities to engage students in diverse communities. In that process, the SLP should garner student input in the implementation and design of the SLP to ensure that the curriculum, activities and projects remain relevant to at-risk SLP students.

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de, Leon Raymond F. "Developing a Service-Learning Program for Watershed Management: Lessons from the Stroubles Creek Watershed Initiative." Virginia Tech, 2002. http://hdl.handle.net/10919/37100.

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There has been a growing interest and support by many state and local programs to address aquatic resource protection and restoration at a watershed level. The desire by many programs to implement watershed management programs has become more than just a need, rather a necessity to ensure suitable water resources. However, many challenges arise when developing and sustaining watershed programs. One such challenge is that watershed programs are resource intensive. These programs require significant funds to support monitoring, research, effective management, and to provide public outreach. In addition, these programs require knowledgeable and skilled water resource professionals who can implement and manage these tasks. Integrating university-knowledge and resources into the watershed effort can meet many of these challenges. Faculty, students, and in-kind university support can contribute knowledge, technical support, research funds, and personnel to aid and enhance watershed management activities. Furthermore, connecting watershed management activities with academic work can foster the development of future environmental planning, policy, and science professionals. The overall goal of this paper is to explore the integration of service-learning in higher education within watershed management activities. The concepts and benefits of service-learning are explored in this paper. An example of a watershed-based, service-learning initiative in the Stroubles Creek watershed, Virginia is presented. In addition, perspectives gathered from the Initiative's students and project coordinator (the author) on their work experience as service-learners are provided. The lessons and recommendations presented in this paper pave way to means of sustaining and enhancing service-learning program in watershed activities.
Master of Urban and Regional Planning

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Odongo, Rispa Achieng'. "Students' Perception of a Required Community Service Program in Kenya." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4665.

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The use of community service to promote learning and civic responsibility in higher education has blossomed since the 1980s. The problem addressed in this study was that although the X University initiated the required community service program in 2004, it had not assessed the effectiveness of the program from students' perspectives. Using Kolb and Kolb's conceptual framework on experiential learning, a qualitative case study was used to evaluate the perceptions of 13 4th-year students who had participated in the required community service program during their 1st-year of study. The research questions were focused on students' perceptions on how community service influenced their attitudes towards philanthropy. Data were coded and themes developed using key words from the interviews. Findings from 1-on-1 interviews revealed 4 themes: support for effective community service programs, students' personal growth and development, giving back to society with gratitude, and students' self-awareness in attitude towards the needy. The study results indicated that, the required community service program made a change in participants' lives and influenced their attitudes towards being sensitive to people with need. It is also likely to make them more philanthropic and affect positive social change. The resulting project consisted of an evaluation report recommending the reassessment of how the program is introduced to 1st-year students. Potential social change impacts include improved student experiences, as well as helping other universities in Kenya to learn from X University's experience to introduce similar community service programs.

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Stott, Kathryn Ann. "An evaluation of a service-learning approach to assist in achieving the goals of a comprehensive guidance program /." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd858.pdf.

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Farrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.

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Winner, Alice J. "Rationale and design for a Unitarian Univarsalist/Native American young adult intercultural service-learning program." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1993.
Source: Masters Abstracts International, Volume: 45-06, page: 2964. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves [184]-199).

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Price, Damien Faust, and res cand@acu edu au. "An Exploration of Participant Experience of the Service Learning Program at an Australian Catholic Boys’ Secondary School." Australian Catholic University. School of Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp192.04032009.

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This research explores participant experience of the Service Learning Program in the context of an Australian Catholic Boys’ Secondary School. The research aims to explore what is happening as adolescent participants engage in working and relating with homeless people over an extended period of time. What are they learning? What sense or meaning are they making of their experiences, and are they deepening their value and belief system towards existential change? Service Learning is a curriculum initiative that Australian Secondary Schools are implementing to assist in the development of both the ethos of schools and in attempts to meet the needs of Twenty-first Century youth for a relevant education. While the benefits for participants in Service Learning are well documented, the effects upon recipients of the services provided, and whether the benefits for participants are the result of prior learning, family factors, or predispositions to this type of experiential learning, remain unclear. While Service Learning Programs are proving to be increasingly popular for school administrators, there appears to be a lack of clear models for Service Learning, its links to academic curriculum, or clearly articulated goals to assess success and achievement. A real danger of an adhoc approach to Service Learning in schools exists. The discussion of benefits to participants has not clearly identified links between program elements and hoped for benefits, nor has it examined the process or journey that participants have engaged in. Critical reflection on these issues has informed the purpose of this research and helped to shape the following research questions that focus the conduct of the study: Research Question One What features of the Service Learning Program at Holy Family College impact on participant experience? Research Question Two What changes are there in the meanings participants give to their experiences in the Service Learning Program over time? Research Question Three How do participants perceive their Service Learning experience in terms of their personal world view and the world view promoted by the school? The theoretical framework for this study was that of Constructionism as the criteria for judging that neither ‘reality’ nor ‘validity’ are absolute; rather they are derived from community consensus of what is ‘real’, what is useful, and what has meaning. In exploring participants’ experience as they served and related with homeless people ‘reality’, ‘usefulness’ and ‘meaning’ were derived from the student’s reflection upon their experience and their communal dialogue. Hence this study used Symbolic Interactionism as the perspective to explore experience. An interpretive approach was utilised, as humans interpret their environment, evaluate beliefs in terms of their usefulness in situations, select what they notice in every situation and focus on human action and interaction. A case study approach was used as it acknowledged the unique setting of a ‘van site’ for homeless people. Using personal journaling and focus groups data was collected from fifty-three Year 11 students who had volunteered to participate on the van for a period of six months. All fifty-three participants in the Service Learning Program experienced particular phases regardless of prior service experience, variables linked to family or personality type. These phases were: Expectations, Exposure, Reframing, Disillusionment, Awareness and Agency. This study concluded that within these phases, participant experience was influenced by the length of time of the program, the presence of active mentors facilitating the experience, ongoing reflection upon experience and situating the experience in a clear ideological framework. While each participant experienced the phases mentioned above no two students derived the same meaning or level of meaning from their experiences. The research concluded that each participant will exit a Service Learning Program with varying levels of internalisation of the core values of the program. Some will exit with a surface appreciation of what the program was about; others deeper, others tacit; some will arrive at a point of existential change. While acknowledging the influence of family and personality factors in this journey, this research shows that the presence of active mentors, reflection upon experience, a clear ideological framework and a significant length of time to allow for the maturation of both reflection and experience will move participants further along towards existential change than would otherwise have occurred. A model; the Spiral Model of Service Learning is proposed to support these findings.

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Jenkins, Jeffrey M. "Expected and Unexpected Outcomes of a Service-Learning Program Rooted in Social Justice and Pragmatic Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/247.

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Service-learning, an experiential learning and teaching pedagogy, provides students and teachers the opportunity to take classroom knowledge and put it to work in real world applications in the greater community. This qualitative case study dissertation explored the expected and unexpected outcomes of a service-learning program at an urban charter high school. Through a review of current literature, the history of service-learning is traced from its modern roots to present day incarnations. Grounded in the overlapping frameworks of pragmatic constructivist theory and practice, and service-learning with a social justice model, best practices were examined through interviews and focus groups of current students and students who have completed the SL program. The findings to the three research questions suggested: The expected outcomes addressed activism, awareness, and social development; the unexpected outcomes spoke to the development of interpersonal transformations surpassing expectations and agency, unexpected contentbased outcomes, and unexpected abstract outcomes; the implementation data focused on the need for institutional support and adaptability. Recommendations for future implementation were also discussed.

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Vega-Martinez, Juan Carlos. "Exploring distance learning experiences of in-service music teachers from Puerto Rico in a master's program." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11075.

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Thesis (D.M.A.)--Boston University
The purpose of this study was to explore the experiences of in-service music teachers who chose to pursue a master's degree in music education through distance learning. In this study, I examined the motivations of in-service music teachers for choosing to pursue a master's degree in music education through distance learning; the benefits teachers reported as a result of emolling in a distance learning program; the challenges teachers faced when studying in an online distance learning graduate program; and, the learning experiences teachers found significant for their profession and teaching environments. Teachers who pursued a master's degree in music education through distance learning at Cambridge College Puerto Rico Regional Center comprised the sample. The primary data collection method was individual semi-structured interviews. Results depicted that the experiences gained by in-service music teachers increased their capacity in teaching pedagogy, theoretical understanding of the field, communication skills, and capability in handling technological issues. The difference between the number of students satisfied and dissatisfied with the program was significant, with the former outnumbering the latter. The salient disadvantages reported by the sample group included a technological gap, reduced direct interaction with professors, a need for self-motivation, and a reduced practical ability between the moderators and the students. On the other hand, the primary advantage of distance learning was the convenience and flexibility of pursuing a music education degree online, which allowed the in-service music teachers to study at home and gave them the capability to balance their domestic and professional responsibilities. The participants' main reasons for enrolling in an online degree program were a desire to excel in their careers, the lack of a geographically closer option, professional and/or family lifestyles, a need for increasing academic knowledge, and a need to improve teaching capability and capacity. Recommendations are offered for leaders and institutions engaged in distance learning programs to address the challenges raised by students who have gone through the system. I hope that the knowledge gained from this study will expand both scholars' and prospective students' current understanding of distance learning as an educational model, especially in the music education field.

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Fancher, Gail A. "An analysis of utilizing not-for-profit organizations and service-learning activities in the administrative assistant program at Western Technical College." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006fancherg.pdf.

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Tovar, Klinger Cristian Jesus. "EFL PROFESSORS’ BELIEFS OF ASSESSMENT PRACTICES IN AN EFL PRE-SERVICE TEACHER TRAINING UNDERGRADUATE PROGRAM IN COLOMBIA." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1324.

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This study describes the findings of a qualitative study examining the understanding about the beliefs and practices about assessment of faculty who teach English as a foreign language. I analyzed the beliefs and practices of EFL faculty members as described in their responses upon the instructional process of the target language following a three-part approach proposed by Miles, Huberman and Saldana (2014), which is a concurrent flow of three activities: (a) data condensation, (b) data display, and (c) conclusion drawing/ verification. For the collection of data, I used two instruments: qualitative interviews, and documents. The following research questions guided this study: 1) what are the beliefs of faculty members about the role of assessment in the teaching of English as a foreign language in undergraduate programs in a higher educational institution in Colombia? 2) How do EFL faculty members describe the practice of assessment in a Colombian higher educational institution, both in terms of their teaching EFL pre service teachers and in their interactions with departmental colleagues? 3) How do EFL faculty members interpret the implications of the guiding principles about assessment of a Colombian university, contained in its undergraduate student manual, for their instructional practice of English as Foreign Language?

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Frawley, Rebecca Glenn. "Developing a pilot program to embed service-learning in the curriculum of a Christian liberal arts college." Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3577318.

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Since equipping students for service to God and others is either an implicit or explicit element of the mission statement of every Christ-centered college and university, academic officers at such institutions should give serious consideration to making service-learning one of their regular pedagogical strategies. This paper presents the philosophical, pedagogical, and theological framework upon which a Christian higher education institution could build a shared rationale for a service-learning program. The author discusses a case study of a Christian liberal arts college that is taking steps to develop a campus-wide commitment to service-learning, including the implementation of a pilot program in order to better accomplish their service-oriented mission. The work provides a number of research-based guidelines to assist faculty members who want to learn how to embed a service-learning component into one of their academic courses. These guidelines are organized by use of a mnemonic device developed by Saint Mary's College of California to outline five basic components involved in such a process. The letters O.P.E.R.A. represent outcomes, partnerships, engagement, reflection, and assessment. The author describes each element in some detail, including examples of practice at a number of colleges and universities, and lists a summary of key points for each one. Readers will also find a discussion of an eight-step process, based on a review of best practices, by which the case study institution sought to develop an effective service-learning program within its curriculum. First, the researcher helped lead the college community in a discussion of the alignment of service-learning with its mission in order to develop a shared vision for the program. The provost appointed a service-learning advisory team, which worked with the faculty to develop an institutional definition of service-learning, select instructors to participate in a pilot program, determine the most appropriate means by which to train faculty members in service-learning practice, and assist the initial instructors in the process of developing community partnerships. The writer discusses the implementation of the pilot program in three courses in a single semester and presents the results of the various means of assessment employed at the course and program level. A factor analysis of student survey items provides the basis for a discussion of statistical analyses comparing responses across the three courses and across demographic categories. Although the pilot program did not achieve the specific criteria for success established by the advisory team for the student, faculty, and community partner groups, most participants reported positive impact in many outcome areas. The results confirm the importance of following best practice guidelines in assuring a high quality experience for all participants. The work concludes with an examination of a number of issues that service-learning practitioners suggest a campus community must consider if it desires to institutionalize service-learning and collaboratively integrate it into both the curriculum and co-curriculum. The author also provides recommendations based on the results of the case study institution's pilot program to improve its practice of service-learning as it prepares to expand the use of this strategy into additional courses—recommendations that could also help other colleges strengthen the implementation of their first pilot programs. Finally, the writer presents topics for further research that could contribute to a program's continuous quality improvement and to the larger body of scholarship on service-learning.

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Doughty, Jeremy R. ""The other side": A narrative study of south African community members' experiences with an international service-learning program." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459280801.

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Jackson, Jennifer Jean. "Understanding the Feelings, Perceptions, and Attitudes of Students Who Participate in a Service Study Abroad Program." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2063.pdf.

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Koldewyn, Julie. "Benefits, Challenges, and Recommendations for Implementing a Sustainability-Based Service-Learning Program at Utah State University: An Initial Assessment of the Community Bridge Initiative." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4694.

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As communities continue to face issues relating to sustainability and with students demanding more university courses focused on solving these issues, a program that works to address both factors could prove beneficial. Modeled after the University of Oregon’s Sustainable Cities Initiative, the Community Bridge Initiative (CBI) at Utah State University aims to tackle specific community sustainability concerns by enlisting student and faculty expertise to create innovative ideas and provide increased capacity. While CBI is still in its pilot year, this thesis identified the benefits and challenges associated with the application of this program and provided recommendations to best implement this program once it leaves the pilot stage. Data were collected from a community needs assessment and from students enrolled in CBI pilot classes. The community needs assessment revealed that of 35 local organizations surveyed, 91% wanted to partner with USU in efforts to address current and future issues, showing that CBI would have the needed community support should it choose to partner with local organizations on various issues. Organization needs included improving the communities of Cache Valley, educating the public about important issues and spreading awareness of their specific programs, and mitigating funding and physical resource issues. For partnerships, organizations were most interested in pairing with USU on education and volunteer initiatives and sustainability-based efforts. In regard to students enrolled in CBI courses, the program also gained student validation as 92% of the students reported that the class positively impacted them, 88% would take a CBI course again, 63% would list the experience on their resume, and 73% felt that the class was more effective in communicating course content in comparison to traditional USU courses. Following these results, full implementation of the CBI program at Utah State University is recommended.

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Acuna, Kym. "An action research study of Mexican teachers' and administrators' experiences in developing and implementing a service learning program." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556869.

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The purpose of this study was to examine the High Tec Middle School teachers' and administrators' knowledge of the service learning model upon which the school's service learning program has been based, their views regarding their role in student character formation through service learning, and the teachers' feelings of ownership regarding the service learning program.

1 overarching research question and 3 sub-questions were explored. The overarching question was: How do teachers and administrators at High Tec Middle School experience service learning? 3 sub-questions that aided in answer the overarching research question were: What is the High Tec Middle School teachers' and administrators' knowledge of the service learning model that serves as the foundation for the service learning program that has been implemented school wide? What are the views of the High Tec Middle School teachers and administrators regarding their role in the shaping of students' character through service learning? What, if any, feelings of ownership do the High Tec Middle School teachers and administrators experience regarding the service learning program that has been implemented school wide?

Data was collected from an online questionnaire and a focus group completed by 12 teachers and administrators who participated in the planning and implementation of the school's service learning program. Findings from the study showed that 4 primary factors influenced teachers' and administrators' feelings of ownership about the service learning project: belief that educating students in character is their responsibility, having a strong sense of caring, having sufficient knowledge of the service learning model, and feeling empowered by the implementing of service learning.

2 primary conclusions were derived from the study. First, experiential learning was more important than academic learning in teachers and administrators understanding the service learning model used at the school. Second, the feelings of ownership of the SL program held by the teachers and administrators at the school are derived from (a) belief that educating students in character is their responsibility, (b) having a strong sense of caring, (c) having sufficient knowledge of the service learning model, and (d) feeling empowered by the implementing of service learning.

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Stott, Kathryn Ann. "An Evaluation of a Service-learning Approach to Assist in Achieving the Goals of a Comprehensive Guidance Program." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/632.

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The purpose of this qualitative study was twofold: (a) to investigate how a service-learning class assisted in achieving the goals of a comprehensive guidance and development program in a junior high school, and (b) to examine the effects of a service-learning class on junior high school students. Thirty students who had been in the service-learning class participated in semi-structured interviews. Parents and teachers were also interviewed to cross-validate student perceptions. Interviews were transcribed and analyzed to identify core meanings. Using phenomenological analysis, eight major themes were identified: personal awareness, social skills development, learning skills, career interests, character education, application of class, class satisfaction, and program administration. Each of the eight themes also had several sub-themes. Currently, there is a paucity of research regarding counselors using service-learning as a method to assist in achieving comprehensive guidance program goals. This study found that service-learning is an effective method of comprehensive guidance program delivery and is beneficial to students. Limitations of the study are described and ideas for future research are presented.

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Hoppe, Erin Jeane. "The Value of a Student and Community Docent Program: A Case Study at the Wexner Center for the Arts." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213307685.

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Wendler, Rachael. "Community Perspectives On University-Community Partnerships: Implications For Program Assessment, Teacher Training, And Composition Pedagogy." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556591.

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As widely recognized, the voices of community members have been severely overlooked in scholarship. This dissertation reports on interviews with 36 community partners from the three most common types of university-community partnerships in composition and rhetoric: Youth mentored in their writing by first-year composition (FYC) students; Non-profit staff acting as clients for upper-division professional writing students; and Community members (including adult literacy learners, youth slam poets, and rural teachers) working with graduate students in a community literacy practicum or engaged research course. The project offers a theoretical rationale for listening to community voices, combining theories from community development with critical raced-gendered epistemologies to argue for what I term "asset-based epistemologies," systems of knowing that acknowledge the advantages marginalized communities bring to the knowledge production process in service-learning. The dissertation also suggests a reciprocal, reflective storytelling methodology that invites community partners to analyze their own experiences. Each set of community members offered a distinct contribution to community-based learning: Latino/a high school students mentored by college students revealed the need to nuance traditional outcomes-based notions of reciprocity. The high school students experienced fear about interacting with college students, a response that I understand through Alison Jaggar's concept of "outlaw emotions." To mitigate this fear, the youth suggested emphasizing cultural assets and relationships, leading to what I term "relational reciprocity." Non-profit staff detailed their complex motivations for collaborating with professional writing courses, challenging the often-simplistic representations of non-profit partners in professional writing scholarship. Invoking the theory of distributed cognition, I use non-profit staff insights to describe how knowledge circulates in non-profits and how students can interact and write more effectively in organizational contexts. Community members who interacted with graduate students in a range of projects used the term "openness" to describe healthy partnerships, and I build from their stories, along with insights from bell hooks and Maria Lugones, to detail a disposition of openness needed for engaged work. This disposition includes open communication, open structures, open minds, open hearts, and open constructions of self and others. The dissertation concludes with an argument for attention to "relational literacies" in both service-learning practice and scholarship.

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Riemer, Stacey. "How college students make sense of organizational structures and work in schools as participants in a paid service learning program." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Popp, Patricia Ann. "Standards-based assessment and program efficacy: Comparing service delivery models for students with learning disabilities and their peers without disabilities." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154145.

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Krogel, Ashley Ann. "Exploring Point-of-Service Features of Out-of-School Time Program Quality: A Mixed Methods Study of the Learning Environment, Content, and Youth Engagement at Adventure Central." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306899416.

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Nivens, Ryan Andrew, and Renée Rice Moran. "Beyond Problem-based Learning: How a Residency Model Improves the Education of Pre-service Teachers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/289.

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In 2010, the state of Tennessee embraced the call to overhaul teacher education and required programs to adopt a residency model within K-12 schools. How exactly this would affect the various methods courses in a teacher education program? This paper provides a description of how two elementary education methods courses have shifted from simulation-style projects to projects that involve working with actual elementary students throughout the semester. This article presents an overview of the new residency style methods courses, along with how major assignments shifted to utilize the extensive time pre-service teachers would spend in the elementary school classroom.

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McCook, Nora. "Literacy Volunteer Preparation and Organizational Goals in a Service Learning and a Family Literacy Training Program: Historicizing Literacy Campaigns, Volunteers, and Schools." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500298111086208.

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Bowling, Emily Erin. "Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/260.

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Sustainability has emerged in mainstream higher education over the last few years, and the fields of community-based learning and sustainability education are closely linked through their emphases on active, experiential learning in place-based contexts. In order to create ecologically literate citizens to more adequately address environmental problems, there is a logical connection between teaching about sustainability and engaging students in the community, which can serve as a relevant forum to address sustainability issues. However, there is a problem in that educational programs and courses dealing directly with sustainability topics across the higher education landscape often do not emphasize or include experiential, community-based elements. Understanding this relationship is crucial to advance the field of sustainability with meaningful community engagement. This research investigated the pedagogical strategies and frameworks that are foundational in undergraduate capstone courses that include sustainability education and community-based learning. A sample of five community-based, interdisciplinary senior capstone courses at Portland State University was examined through semi-structured interviews with course instructors and syllabi review. Three broad themes emerged as common values among the instructors: connectedness and relationships, community and place, and diversity and inclusiveness. Reflection was a tool utilized universally by instructors to personalize the learning process, cultivate understanding of connectedness and relationships, and incorporate feelings into the learning process. Competencies and skills related to sustainability and those related to civic engagement were very similar; engagement in community is a sustainable practice. This study provides cogent support for the notion that achieving meaningful, transformative sustainability learning requires community-based learning.

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Jones, Lisa Mali. "Service Learning in Business Schools: What the H.E.L.P. Honduras Story Teaches About Building, Sustaining, and Replicating International Initiatives in Graduate Programs." BYU ScholarsArchive, 2001. https://scholarsarchive.byu.edu/etd/4838.

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This document outlines the foundation and first year results of the H.E.L.P. Honduras organization, which was formed as a student-based, student-governed international outreach initiative at the Marriott School of Management at Brigham Young University. Specifically, in its first year the organization focused on providing microcredit and service relief to victims of Hurricane Mitch in Honduras.After studying the case of H.E.L.P. Honduras, readers should conclude that educators interested in sponsoring sustainable student-run service learning organizations at private universities must address three primary issues: the problem of student selection and turnover, the need for administrative and faculty endorsement, and the need for sustainable internally-generated funds.This document outlines how the H.E.L.P. organization has changed in the three years since its inception, and it provides tactical suggestions meant to guide all parties interested in replicating the H.E.L.P. model. It also contains suggestions on how the current teaching and implementation model could more closely match with the basic tenets of service learning.After reading the following information and reviewing related literature, readers should conclude that at private universities, such as Brigham Young University, students and faculty interested in managing student-based initiatives need to take more time to build support across their institution. They also need to improve the process of student selection, find sustainable sources of funds, and tightly ground their work in the basic tenets of service learning.

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Perez, Gustavo A. "Measuring the Perceived Transfer of Learning and Training for a Customer Service Training Program Delivered by Line Managers to Call Center Employees in a Fortune 200 Financial Services Company." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5401/.

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The purpose of this study was to explore what effect manager involvement in the delivery of training has on employee learning (transfer of learning) and on student behavior after training (transfer of training). Study participants were randomly assigned to the experimental and control groups and a customer service training program was delivered with and without manager involvement. Quantitative and qualitative data were collected immediately after training using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of learning. Quantitative and qualitative data were collected approximately 4 weeks after training also using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of training. Quality assurance data generated by the organization for the first full month after the training program was completed were collected to measure the actual transfer of training. A 13-item version of the Marlowe-Crowne Social Desirability Scale (MC-C) was included with the perceived transfer of training survey to measure the potential for self-perception bias with the perceived transfer of learning and the perceived transfer of training data. ANOVA results for the perceived transfer of learning and perceived transfer of training data indicated that there were no statistically significant differences between the experimental and control groups. ANOVA results for the actual transfer of training data mirrored the results found for the perceived transfer of training. The possibility of self-perception bias in using the retrospective pretest-then/posttest-now instruments was recognized as a study concern with MC-C data indicating a much higher level of social desirability with the sample population than with reported non-forensic norms. A slight positive influence on the transfer of learning and on the transfer of training was found when a participant's direct manager was involved in the delivery of training.

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Noble, Nicole C. "Intercultural understanding in global education communities : tracing intercultural education in a pre-service teacher training program at the University of Stellenbosch." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3961.

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Thesis (PhD (Education)--University of Stellenbosch, 2005.
334 leaves single sided printed, preliminary pages i-xiv and numbered pages 1-322. Includes bibliography, abbreviations and list of figures.
Scanned using a Hp Scanjet 8250 Scanner to pdf format (OCR).
ENGLISH ABSTRACT:The world is at a rapid pace being confronted with the need to shift national education policies that reflect basic human rights, with equity and fairness to the forefront. Along side of this herald are demonstrations of active mobilizations on the part of institutions of higher learning to "internationalize" their policies and programs to help to produce global citizens that effectively interact in international settings. As South Africa experiences changing scenes in educational reform government officials, practitioners, and educators face a number of challenges. Particularly, those related to cultural interactions when engaging in activities across the diaspora of school environments. Often these challenges serve as impediments to open communication, understanding and sensitivity amongst diverse cultural groups. As these impediments are faced in classrooms teachers increasingly find themselves at a deficit to adequately host learning environments conducive to its participants. Institutions of higher learning have a responsibility to provide the kind of intercultural dialog that entrenches policies and program curricula that speak to the needs of diverse communities, in particular those preparing future teachers. The research introduces the concept of global education communities to contribute towards shaping the kind of institutions that provide opportunities for students to practice, and become skilled in intercultural understanding. The research also raises serious discussion through the proposal of the elements of intercultural education towards contributive measures to address intercultural education, communication, and training. A case study of a four year pre-service general education training program (BEd GET) at the University Stellenbosch was conducted to trace and examine the presence of intercultural education. Data was collected by means of triangulated document analysis, interviews, and questionnaires. The research looked to a metaphoric analogy using Appreciative Inquiry, power with, and elements of intercultural education. The data was analyzed using qualitative strategies including classification and category construction, with imaginative variation and heuristic inquiry. The findings revealed that themes from intercultural education found expression or appearance in some aspects of the program outcomes, various module offerings, and teacher practice and approaches of the BEd GET curriculum. While the research also revealed that intercultural education does not appear to be a wholly attended pedagogy and practice in the GET program, the findings and interpretations revealed that intercultural education has numerous opportunities for expression and appearance to lay foundations for intercultural practice in theory. Another dimension of the research also revealed that students and lecturers collectively were not familiar with the concept of intercultural education, nor could a distinction between multicultural, and intercultural education be made. Furthermore, students' understandings and feelings reveal some resistance to themes in cultural diversity. The findings seem to reveal a need to incorporate strategies that raise intercultural consciousness. In view of the University of Stellenbosch's plan to internationalize, the findings present critical implications and recommendations toward incorporating intercultural pedagogy and practice into the methodological framework of the BEd General Education program. It finally poses future program and module development with respects to intercultural education and practice through the suggested use of the Hammer and Bennett's (1998, 2002) Intercultural Development Inventory (IDI).
AFRIKAANSE OPSOMMING: Die wereld word teen 'n versnelde tempo gekonfronteer met die noodsaaklikheid om nasionale onderwysbeleid wat menseregte, veral billikheid en regverdigheid, op die voorgrond stel. Saam met hierdie oproep is daar aanduidings van die mobilisering van institusies van hoer opvoeding om hu1le beleid en programme te "internasionaliseer" om burgers te vorm wat effektief met 'n globale wereld kan omgaan. Soos wat Suid-Afiika veranderende situasies ervaar in onderwyshervorming, word amptenare, praktisyns, opvoeders en ander betrokke in onderwysgemeenskappe gekonfronteer met 'n verskeidenheid uitdagings. Veral die verbonde aan kulturele interaksies betrokke by 'n diaspora van skoolomgewings. Die uitdagings dien dikwels as hindernisse vir oop kommunikasie, begrip en sensitiwiteit tussen verskillende kulturele groepe. In besonder wanneer hierdie hindernisse in klaskamers aangedurf word deur onderwysers wat meesal self 'n tekort aan voldoende leerervaring het om leeromgewings in belang van die deelnemers te fasiliteer. Hoeronderwys institusies het 'n verantwoordelikheid om beleid en programkurrikula te voorsien wat interkulturele dialoog verskans wat spreek tot die behoeftes van diverse gemeenskappe, veral die wat voornemende onderwysers voorberei. Die navorsing stel die konsep globale onderwysgemeenskappe voor om by te dra tot die vorming van institusies wat geleenthede skep vir studente om interkulturele begrip te oefen en vaardig daarin te word. Die navorsing stel elemente van interkulturele onderwys voor wat kan dien tot die bevordering van dialogiese betrokkenheid in interkulturele onderwys, kommunikasie en opleiding. 'n Gevallestudie van 'n vierjaar voordiens algemene onderwysprogram (BEd Algemeen) by die Universiteit van Stellenbosch was ondemeem vir spore van en om die voorkoms van interkulturele onderwys in oenskou te neem. Data is versamel deur middel van 'n getrianguleerde dokument analise, onderhoude en vraelyste. Die navorsing kyk na 'n metaforiese analogie waarin waarderende ondersoek, mag-met, en elemente van interkulturele onderwys gebruik is. Vir die analise van die data is kwalitatiewe strategiee gebruik, wat klassifikasie en kategorie konstruksie in kombinasie met verbeeldingsryke variasie en heuristiese ondersoek insluit. Die bevindings toon dat temas van interkulturele onderwys uitdrukking vind of verskyn in aspekte van die programuitkomste, verskillende module aanbiedings, en onderwys praktyke en benaderings van die BEd Algemeen kurrikulum. Terwyl ook bevind is dat interkulturele onderwys nie werklik in die pedagogie en praktyk van die program figureer nie, toon die interpretasie talle geleenthede om interkulturele praktyk te vestig en tot uitdrukking te bring. 'n Ander faset van die navorsing het getoon dat studente en lektore kollektief nie bekend is met die konsep van interkulturele onderwys nie, en dat dit nie onderskei kon word van multikulturele nie. Boonop, het studente se begrip en gevoelens 'n neiging tot verset teenoor temas van kulturele diversiteit getoon. Die bevindinge suggereer 'n behoefte aan die insluiting van strategiee om interkulturele bewussyn te verhoog. In die lig van die Universiteit van Stellenbosch se planne om te internasionaliseer, hou die bevindinge kritiese implikasies en aanbevelings in vir die inkorporasie van interkulturele pedagogie en praktyk in die metodologiese raamwerk van die BEd Algemeen-program. Dit stel die ontwikkeling van modules in interkulturele onderwys en praktyk voor deur die gebruik van Hammer en Bennett se (1998,2002) Intercultural Development Inventory (IDI).

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Holmes, Ashley J. "Public Pedagogy and Writing Program Administration: A Comparative, Cross-Institutional Study of Going Public in Rhetoric and Composition." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/223376.

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In this project, I theorize public pedagogy in rhetoric and composition by examining a series of case studies within the writing programs and departments of the University of Arizona, Syracuse University, and Oberlin College. This cross-institutional study employs comparative analysis of historical, pedagogical, and institutional documents, as well as interviews I conducted with 19 faculty, administrators, and graduate teaching assistants. First, I draw on archival data to construct institutional histories that trace "town and gown" relations and institutional commitments to equality, social justice, religious and moral education, and the ideals of a land-grant mission. Then, building on these histories, I identify administrative practices that offer sustainable models for long-term public pedagogies. This research employs stakeholder theory to examine what is at stake for students and instructors engaging in public pedagogies. More specifically, I use transformative learning theory to discuss the potential rewards for students who "go public" with their writing and experiences. Finally, I examine classroom practices of instructors and argue for a theory of public pedagogy that is rhetorical, transformative, and located. I offer a model that suggests how writing program administrators might locate public pedagogies within their institution, program, and/or classrooms. I also provide instructors of rhetoric and composition with a series of questions and a graphic for usage when developing public pedagogies within their courses. This study contributes to current scholarly conversations about public writing, community outreach, and civic engagement by examining how programs and pedagogies function across different institutional contexts.

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Fiedeldy, John, and n/a. "Learning strategies of a group of English as a second language adult male students." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060710.110402.

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This study examines the ways in which adult male students approach learning English as a second language. A number of recent studies have indicated that many male learners experience considerable difficulty participating in language classes. In particular several studies have found that course failure rates of male language students were higher than those of females. The objectives of the present study, therefore, are to: describe the preferred strategies of a group of male students for approaching language learning; describe the strategies they use when interacting in class discussion; and to examine the relationship between learning strategies and ESL academic achievement. This broad subject has been narrowed down to a specific focus on how male ESL students develop oral and aural skills. The subjects are a small group of students of the Adult Migrant English Service Program, Canberra. Data have been obtained through questionnaires, interviews and observations in classroom settings. The questionnaires and interviews aim to reveal how frequently, and in what situations, certain learning strategies appear important to the male students' participation in language learning. These strategies include those of memory, cognition, compensation, meta-cognition, social communication and emotion. The observations examine patterns in interaction. Both the questionnaire and observations provide the basis for statistical analysis. Literature covering the role of strategies and styles in second language learning, the characteristics of adult learners; and gender differences in the range of strategies used by adult learners has been examined and used as a foundation for the present study. Strategies for listening and speaking are often used without conscious attention given to them. However, given the right learning environment, male students may develop a range of strategies that may assist them in ESL learning. This environment exists both informally, in the community, and in the ESL classroom. It was found that students who used ESL frequently in community life, such as in a workplace setting, had developed a "strategy awareness" and were able to call on a broad range of strategies to help them when interacting with other speakers. Within the classroom, it was observed that unstructured discussions using open-ended themes encouraged male students to use a variety of strategies, such as asking questions, asking for clarification and expanding ideas, to enable them to participate in the communication. The findings of this study suggest that an awareness of and ability to apply appropriate learning strategies have an important place in helping male students participate in selected language learning activities and to develop their ESL skills. An examination of Australian Second Language Proficiency Rating scores and the Certificate in Spoken and Written English III results revealed that students who were successful in these assessment measures, were those who were observed and who reported frequent awareness and utilisation of the above mentioned strategies. Finally, it can be suggested that because not all male students have equal opportunities to use ESL in community life, the English language teacher is in an ideal position to develop students' strategy awareness. For this to occur, the teacher also needs to create a learning environment whereby students are encouraged to select from these strategies and to utilise them in appropriate ways.

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Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.

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As a means of addressing observed inadequacies in school curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial withdrawal centre for counsellor-selected gifted children. The Learning Enrichment Centre (L.E.C.) aimed to - 1) meet the needs of enrolled gifted students by - a) providing appropriate learning experiences; and b) providing an administrative arrangement (partial withdrawal) which afforded them the opportunity to interact with like minds; 2) meet the needs of the system by - a) developing and evaluating units of work for gifted students; b) conducting workshops, seminars and in-service days for teachers. In 1984 the L.E.C. curriculum was designed and implemented in accordance with Maker's model of curriculum modification for gifted students (Maker, 1982). This model outlines a set of principles which Maker claims, recognize the characteristics and needs of gifted students and guide the development of a qualitatively different curriculum. In making decisions about design and implementation of Maker's curriculum modifications, factors related to the setting, the teachers and the students were considered. The overall purpose of the Study was to assist teachers in making rational decisions about future L.E.C. provision. In particular the Study was to collect information on the worth of the program - its relative strengths and weaknesses - and the influence on the curriculum of the administrative arrangement. The program was evaluated by ascertaining levels of satisfaction typically expressed by the students. Of secondary concern was whether the organisational arrangement of partial withdrawal had inhibited or enhanced the program's intentions. It was acknowledged that unfavourable attitudes of parents, classroom teachers or peers could conceivably alter students' receptivity of the program. In Term 4, two parallel questionnaires, one addressing the L.E.C., the other the regular classroom, were administered to the students. By comparing responses on matching items, levels of satisfaction with the L.E.C. curriculum were determined. Selected items on the L.E.C. instrument were further to reveal how students felt about the administrative provision and whether classroom teachers and peers were perceived to be supportive. Subsequent to program completion, a questionnaire was mailed to parents bo ascertain their support for the program by asking them how their child's emotional behaviour had changed as a result of LEC attendance. Also they were to indicate whether they preferred that enrichment occur in the regular classroom or partial withdrawal setting. To confirm the students' impressions of classroom teacher support and interest, parents were requested to comment on their understanding of it. Student responses indicated that they found their LEC experiences to be particularly interesting and enjoyable, and the LEC teachers to be kind, helpful, friendly and fair. These perceptions differed significantly from their perceptions of school. Elements of the Maker model which were consistently most valued by the group were the Process modifications, 'Freedom of Choice' and 'Higher Levels of Thinking'. Parents proved to be supportive of the LEC program. Although some would have preferred classroom enrichment to partial withdrawal, they felt that schools could not currently provide it. It was the students' viewpoint that interactions with peers and classroom teachers were not adversely affected by their LEC participation. Classroom teachers were seen to be generally supportive and interested - a perception incidentally not shared by parents and LEC teachers. Perceived positive attitudes towards their LEC involvement most likely enhanced student satisfaction with the program. The evaluation unequivocally indicated that the LEC program based on Maker's model appealed to the students. Though withdrawal from class possibly contributed to program satisfaction, the level of satisfaction was very high and could not be attributed solely to hidden curriculum efects (the organisational arrangement). The Study concluded that use of the Maker model as a guide for developing LEC curricula should continue but that parent and classroom teacher attitudes towards the administrative arrangement should be regularly monitored as they appeared to have the potential to enhance or reduce students' receptivity of the program. As a result of Study, various procedures for the conduct of future evaluations were recommended.

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Bennett, Jeffrey V. "Community-based learning and social support in the Midwestern District high school internship program relative influences on seniors' occupational and citizenship engagement orientations /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164659045.

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O'Koon, Bernadette Dawn. "Behavioral Activation in Homeless Shelters: Extension of the Program and Preliminary Analysis of Qualitative Data." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512598843665214.

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Hunter, Nancee. "Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development Program." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2701.

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This research explores the multifaceted benefits that accrue from learning within an international, experiential context. It uses a qualitative, case study approach employing pre and post surveys, in-situ observations, and semi-structured photo-elicitation interviews to analyze the Center for Geography Education in Oregon’s (C-GEO) 2013 Overseas Teacher Institute--a professional development program that took 11 teachers to Russia, Mongolia, and China for a total of 17 days (plus two additional travel days) to learn about the cultural and physical geography of each place. The focus of the research is two-fold and examines processes involved in gaining, synthesizing and applying 1) a sense of place (the emotional ties between people and place), and 2) geo-literacy. The results of this study provide evidence that intensive professional development programs can increase teachers personal and professional knowledge, change their instructional practices, and may lead to improved student learning outcomes.

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Campbell, Carol L. "Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2072.

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School districts face tremendous budget challenges and, as a result, professional development has been "trimmed" from many school budgets. (Habegger & Hodanbosi, 2011). School administrators responsible for planning professional development face a daunting task and often focus on PowerPoints, district mandated training, one-shot presentations, and workshops that are delivered by expensive experts. These types of activities lack teacher collaboration, time for sharing of ideas and opportunity for reflection and analysis (Torff & Byrnes, 2011, Coggins, Zuckerman & Mckelvey, 2010). The problem addressed in this study is that teacher professional development is usually planned by school administrators who are provided little support or training. This study used the problem-based learning approach designed by Bridges and Hallinger (1995) to determine the usefulness of a handbook for principals to utilize as they plan professional development. The handbook was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. This qualitative study included surveys, observations, interviews and workshops to determine the usefulness of the handbook. The study consisted of preliminary field testing and product revision followed by the main field testing. The main field test was a workshop for K-12 school and district level administrators on how to use the handbook in planning meaningful, ongoing teacher professional development. The data collected in this study determined that the handbook,Teachers Teaching Teachers: Designing Successful Teacher Professional Development on a Shoestring Budget, is a useful tool for school administrators responsible for planning teacher professional development.

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Zhang, Yunyan. "Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405352227.

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Soltani, Parisa. "Student learning in student services extended opportunity program & services." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576651.

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The purpose of this mixed methods study was to investigate the relationship between student learning and participation in Equal Opportunity Programs and Services (EOP&S) at Irvine Valley College (IVC). An embedded survey design was developed using William Sedlacek's non-cognitive questionnaire (NCQ), items from the Community College Survey of Engagement (CCSSE), items based on Marcia Baxter Magolda's model of cognitive complexity, and items based on student learning outcomes for learning in EOP&S. Students' demographic characteristics, progress data, and grades were also collected. The survey concluded with four open-ended questions examining students' perceptions about their learning. Though there were limited findings related to grades as an outcome measure, several NCQ scales were associated with the learning in EOP&S outcome measure. Qualitative and mixed methods analyses extended statistical findings highlighting the importance of positive outlook and positive self-concept. Finally, the study found that students' academic and social involvement played a noteworthy role in students' development, especially as related to cognitive complexity and learning in EOP&S.

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LEE, WEI-LUN, and 李維倫. "Knowledge management applied in Service-Learning program." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/72164883153177329286.

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碩士
國立體育大學
休閒產業經營學系
104
As a Service Learning Program Manager of the NGO Organization, I take the approach of organization development and wish to pause during the process of work, to reflect upon and to coordinate the professional knowledge with the organization and its staff. Through the means of reorganizing, screening, organizing, developing platforms, and transferring, I endeavor to integrate the knowledge assets of the organization in order for the professionalism of service learning and the wisdom of the staffs to be accentuated, bonding the culture and the core value of the organization. This research employs the method of case study; I conducted interviews with the staffs participating in the service-learning program. Documents from the association and researcher’s observations of and participation in the program are also applied as supplementary materials. My goal is to make an inventory of the knowledge assets of the association and to explore the educational needs for the staffs’ professional development so as to provide suggestions and feedbacks on the program’s knowledge management. The research findings are as follow: 1. Three experienced staffs design the contents of oversea service-learning programs, each in accord with the characteristic and social issues of the service locations. The staffs also devise suitable community agendas and the special trainings volunteers require for their service. 2. The already-possessed knowledge assets of the program: a. Human Resource b. Organizational image c. External resources 3. The present knowledge management of the association: The association obtains stores and transfers its knowledge assets mainly through personal memories and interpersonal relationships. The second method of knowledge management is the knowledge base, working procedure and support system, and the third one is the products and services. 4. How to strengthen the association’s knowledge management of this project: a. Adjust the structure of the organization b. Establish an organizational culture c. Knowledge management procedure Lastly, I draw a conclusion from the research results and provide suggestions on the knowledge management strategy for future service learning projects of the association. 1. Employ a specially assigned knowledge manager 2. Create an organizational atmosphere 3. The procedure of knowledge management a. The coding and storage of knowledge b. Create a knowledge map or information index c. Establish a systematic on-the-job training

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Wee-HeongLee and 李偉雄. "Research on Transformative Learning Experiences of Undergraduates during Service-Learning Program." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4ggpyc.

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Abstract:

博士
國立成功大學
教育研究所
106
SUMMARY The purpose of the narrative research is to conduct an in-depth exploration of the experience of ten undergraduate students who have participated in Service-Learing program and have since graduated from university, in order to understand the process of transformative learning and its long-term impact. This qualitative study is conducted with purposeful and criteria-based sampling selection. Participants selected have previously participated in the National Cheng Kung University Yunnan Service-Learning program during their undergraduate tenure. Narrative research method is used as a framework to examine the experience and meaning making of participants of Service-Learning over time. Results show that participants reported on the transformative learning experienced and are greatly impacted by their Service-Learning experience, and for some, it is a life changing experience. Transformative learning experienced during their Service-Learning tenure also had a profound impact on participants’ career choices and future actions. Participants described contextual factors that had paramount implications in the transformative learning experiences during Service-Learning and highlighted the importance of the role of a Service-Learning facilitator, and its implications on Service-Learning outcomes. These research findings highlight the need for a systemic Service-Learning facilitator training and assessment program; support and training for a pool of Service-Learning peer facilitator; further research and training on facilitation design and techniques, and assessment of group facilitation. INTRODUCTION This study examined the transformative learning experience and meaning making of participants of service-learning program over time. Reviewing current literature, little is known about the transformative learning experience and its lasting impact of service‐learning on undergraduate participants, especially in a global education setting. Ten alumni of a Taiwanese university’s service-learning program in Yunnan China, were interviewed in this narrative research. Participants reported profound learning experienced during service-learning, and its long-term impact on their career choices and changes in vocation. Contexture factors that influenced the transformative learning experience were also identified. MATERIALS AND METHODS This study is conducted utilizing qualitative research, which is appropriate for developing an in-depth understanding of participants’ narratives of their service-learning experiences. Ten participants who had previously participated in the National Cheng Kung University Yunnan Service-Learning program during their undergraduate tenure were selected for this study. The in-depth understanding in qualitative research occurs through listening, interpreting, and retelling participants’ accounts in a manner that is meaningful, along with using and triangulating multiple data sources, and performing various types of verification. Conducting qualitative research offers the flexibility needed to retell the stories of the participants in meaningful form by utilizing narratives rather than numbers, thus allowing the freedom to employ a systematic approach to gather empirical evidence. This study is grounded in narrative inquiry and will be represented in a narrative format. The use of narrative research methods offers the opportunity to focus the participants’ perceptions of service-learning from the participants’ experiences to shed light on how service-learning played a role in their lives. RESULTS AND DISCUSSION Research findings show that service learning is an important experience for learners in their college life and personal growth, and they have experienced transformative learning experience in the process. The transformational learning experience has influenced particpants’ future professional career choices and change of vocation. After years of graduation from college, the impact of the service-learning transformative experience continues to guide them in their own life and career choices, participants also reported the continued practice of learnings brought about by service learning. Two other important finding of this study is that, firstly, participants highlighted the contextual factors that had paramount implications in the transformative learning experiences during Service-Learning, such as group reflection, stepping out of comfort zone, and a safe and trusting environment. Amongst these factors, group reflection is reported unanimously as the most important factor with great implications on Service-Learning outcomes. Secondly, the study found that service-learning facilitator played an exemplary role in the service learning transformation learning experience and their involvement are pivotal to whether learners are able to experience transformative learning in service learning. CONCLUSION An inherent limitation to this research is the reliance on the memory of participants. Some of the questions used in interviews may require participants to recall events or feelings from the past. Participant recollection may have changed with the passing of time. Another limitation to this study is the time spent by participants in other learning environment after the service-learning experience, thus participants may falsely attribute personal growth and learning to the profound experience (service-learning) rather than learned behaviors and skills gained while in an educational setting. Nonetheless, research findings reveal that transformative learning are experienced during service-learning program, and has a profound impact on participants’ life, and the learnings from the service experience continues to guide them over time, especially in their career choices and changes in vocation. The significance of this study is that the study findings add insight to prior studies that had identified the transformative outcomes but did not adequately explain the role of group reflection, and service-learning facilitators, among specific contextual factors in shaping the learning process that led to perspective transformation, and its impact over time. Through these research findings, service-learning practitioners will have a better understanding of the transformative learning process within service-learning program, which will result in more purposeful and rewarding execution of future programs.

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LIOU, CHI-HAN, and 劉啟漢. "Study on Innovation and Measurement Model for Service Learning Program." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/txwbhs.

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碩士
東海大學
會計學系
107
Service-learning is an important trend in the world in the 21st century, and it is a new teaching method under education innovation. Service-learning leads students to enter the real society, understand real social issues, and solve social problems through personal service, caring for social disadvantages and meeting the needs of those who are being helped. Through reflection, students can understand and improve their own shortage, let students accumulate practical experience and gain new knowledge to achieve the “learning” effect. In recent years, colleges and universities have set up their own service-learning centers to promote various service-learning courses. In the 106 years, the business education and service-learning program were selected as a “service-learning excellence program” by the Ministry of Education. Therefore, this study is going to research the innovation and measurement model of business management education and service-learning program, to understand what elements are included, how to link each other, and how to measure the performance of each element through the concept of multi-party measurement of the balanced scorecard. This study uses the case study method, taking the business education and service-learning program, for example, using data collection and analysis method, questionnaires and interview method. The study finding the innovation and measurement model for the service-learning not only includes students, teams, teachers, courses, family, and community six elements, but also has the financial, internal processes, learning and growth, and customers four facets. The study presents conclusions and findings based on six elements, summarized as follows: (1) The students are the core of the program, who we going to serve. In the past five years, the program stationed in seven of the eight local primary schools, serving a total of 714 students. Adopt a mixed-age teaching system. During the one-month summer vacation, students are accompanied by volunteers from all over the world to maintain normal work and rest. Through the content of the diverse course, students can open the closed vision and cultivate the ability of interpersonal interaction. Volunteers even lead students to the community for service-learning activities. So that students can learn by doing, learn more about the local, and cultivate the sense of local identity, and social care from childhood. (2) The teams refer to the volunteers recruited by the program. In the past five years, a total of 144 volunteers have been recruited. 106 people form 21 different departments from Tunghai University, 7 from other colleges and universities, 17 from secondary and high schools, 17 volunteers living oversea. In the fourth session, the team began to cooperate with the Chinses Youth English Camp. 56 foreign volunteers have participated in the service of students with the local volunteers in the past two years. The effectiveness of team volunteering focuses on three main axes: teamwork, social care, and positive innovation. The gains of volunteers will change due to the innovation of the program. For example, the ability of volunteers in professional training and international integration has increased significantly due to the process of training week training and the participation of foreign volunteers. (3) The teachers not only have professors from the Tunghai university and experienced people in the society to teach students but also adopt a systematic training model to connect with local teachers: Trained volunteers by the teachers of the serviced countries. In the past four years, 23 teachers from different fields have been invited to train volunteers. Volunteers generally have a higher impression and satisfaction with teachers who are more humorous in class and who interact with volunteers in the course. Teachers also hold meetings and discussions and decide on improvement plans before and after the program, which is the behind-the-scenes hero of this service-learning program. (4) In the course part, in the past four years, a total of 43 courses have been arranged, covering five major types of courses: business education, service-learning, and social care, community and industry, rural education innovation, teaching, and teaching plan design. Volunteers are more satisfied with the content of design courses through innovative and interesting teaching methods for students. Volunteers responding to such courses can effectively help design teaching plans and practical teaching, and also lead to more course content of these types in recent years. (5) On the family side, some volunteers arrange family visits and go home with vulnerable students. Through the activity, they know that most of the rural families are farming, although they are poor, they are full of simplicity, warmth, and happiness. This program also effectively alleviates the difficulties that parents can't take care of students during the summer vacation. Students can have a stable life in school. (6) In terms of community, volunteers arrange 24 times of community service-learning activities in the past four years. It was found that most of the community learning activities focused on caring for the elderly and the community environment. In addition, through the survey of the two counselors, it was pointed out that the disadvantage of local is that local resources are unevenly distributed. So it is difficult to develop a series of sightseeing routes in the north and south of Zhongliao, and its agricultural products are rich in variety and spread throughout the districts, making it difficult to co-ordinate production. (7) This study takes the business education and service-learning program as an example to develop the innovation and measurement model for service-learning program. By identifying the stakeholders of the program, we will separately explore these elements and understand how the elements are connected to each other. Individually measure the performance of the six elements and make recommendations based on the measurement results to allow the program to be continuously improved.

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CHAO, MEI-HUNG, and 趙美虹. "A Research Of Cram School Students In-Service Learning Program." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/82977795326992388574.

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碩士
輔仁大學
非營利組織管理碩士學位學程在職專班
105
Abstract: The main purpose of this research was to analyze the effects of students through the use of service learning.The sample for this research was a group of higher grade students.The methods used to collect data during this period included descriptive statistics and semistructured interviews and documentary analysis. The result were as follows：一、The responders have positive and positive view after attending service-learning project 二、Pay it forward 三、From go it alone to group cooperation 四、The childern are the same , yet their expression of love is not the same. Suggestions for the future researchers：一、Diversified service learning can continue the enthusiasm of service learning 二、Service learning can implemention to middle and low grade 三、Object of study can contain parents According to the findings stated above,some helpful suggestions may be offered to the cram schools and the Service-Learning project improvements.It’s also imformative to the future studies of related topics.

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WU, PIN-CHU, and 吳頻曲. "Youth Learners as Service Providers in an English Picture Books Reading Service-Learning Program." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9na9sj.

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Abstract:

碩士
國立臺北教育大學
文化創意產業經營學系
106
As the 410 education reform demonstration held on 10 April 1994, there has been different ways of reforms to meet the goals of public education in Taiwan. Youth’s abilitiesare always a critical issue in educational field. The study integrates the network of young volunteers, cultural facilities resources, and develops an ESL contexts reading service program. Research presents in details for 20 youngsters’ social involvement and service-learning experiences by qualitative research method. With the theory of field, habitus and capital by Pierre Bourdieu, the study aims to explore how young people get involved in independent learning, interactive abilities and cross-cultural communication by reaching out in cultural facilities to read English picture books for children. The outcomes present the suggestions to parents, educational program organizers and further researchers to ensue this study as the reference of service-learning program in the future.

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Dissertations / Theses on the topic 'Service Learning Program'

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