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Service-learning: Relating philosop...

Fischer, Mary Lou.

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Service-learning: Relating philosophical frameworks and pedagogical practices to one teacher's success in implementation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Service-learning: Relating philosophical frameworks and pedagogical practices to one teacher's success in implementation./
Author:	Fischer, Mary Lou.
Description:	306 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0776.
Contained By:	Dissertation Abstracts International64-03A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083140
ISBN:	0496309495

Service-learning: Relating philosophical frameworks and pedagogical practices to one teacher's success in implementation.
Fischer, Mary Lou.

Service-learning: Relating philosophical frameworks and pedagogical practices to one teacher's success in implementation. - 306 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0776.

Thesis (Ed.D.)--Saint Joseph's University, 2003.

This case study examines an eighth grade teacher's beliefs and practices that promote service-learning implementation that is successful for teachers. By observing a classroom teacher implement a mock election service-learning project, I explored the relationship between eleven essential elements of quality service-learning and frameworks of the descriptors of a constructivist teacher, the features of a democratic classroom, and the tenets of John Dewey's philosophical and educational theories. Drawing on credible research demonstrating service-learning as effective pedagogy that enhances opportunities for authentic student learning academically, civically, socially, and spiritually, I concentrated on the teacher and teaching dimensions. In probing for indicators of successful service-learning implementation via observations, interviews, and reflective journals, two themes emerged: philosophy/purpose and practice/pedagogy. Investigating the importance of teacher's goals, the roles established for teachers and students, the role of professional development and the role of critical reflection for teachers in this relatively under researched and under theorized area of service-learning, I determined the viability of service-learning as a catalyst for teacher's transformative learning and empowerment, and by extension, the possibilities for school reform.

ISBN: 0496309495Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Service-learning: Relating philosophical frameworks and pedagogical practices to one teacher's success in implementation.
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300 $a 306 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0776.
500 $a Adviser: Virginia G. Johnson.
502 $a Thesis (Ed.D.)--Saint Joseph's University, 2003.
520 $a This case study examines an eighth grade teacher's beliefs and practices that promote service-learning implementation that is successful for teachers. By observing a classroom teacher implement a mock election service-learning project, I explored the relationship between eleven essential elements of quality service-learning and frameworks of the descriptors of a constructivist teacher, the features of a democratic classroom, and the tenets of John Dewey's philosophical and educational theories. Drawing on credible research demonstrating service-learning as effective pedagogy that enhances opportunities for authentic student learning academically, civically, socially, and spiritually, I concentrated on the teacher and teaching dimensions. In probing for indicators of successful service-learning implementation via observations, interviews, and reflective journals, two themes emerged: philosophy/purpose and practice/pedagogy. Investigating the importance of teacher's goals, the roles established for teachers and students, the role of professional development and the role of critical reflection for teachers in this relatively under researched and under theorized area of service-learning, I determined the viability of service-learning as a catalyst for teacher's transformative learning and empowerment, and by extension, the possibilities for school reform.
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