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| Autori principali: | , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2018
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ1200233 |
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| _version_ | 1867181789724803073 |
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| author | Andrews, P. Gayle Leonard, Susan Y. |
| author_facet | Andrews, P. Gayle Leonard, Susan Y. Andrews, P. Gayle Leonard, Susan Y. |
| collection | Education Resources Information Center |
| contents | Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School Andrews, P. Gayle Leonard, Susan Y. Reflection Service Learning Professional Development Schools Learner Engagement Partnerships in Education Community Involvement Faculty Development Graduate Students Doctoral Programs Middle School Teachers College School Cooperation Principals Assistant Principals Library Personnel School Counselors Caseworkers Social Work Regular and Special Education Relationship Scholarship Universities engage students in traditional service-learning projects that often yield "good feelings", even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars' work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators--rather than for them--supported participants' critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators' research interests, work, and future directions. |
| format | Recurso educativo Open Access |
| id | eric_EJ1200233 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2018 |
| record_format | eric |
| spellingShingle | Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School Andrews, P. Gayle Leonard, Susan Y. Reflection Service Learning Professional Development Schools Learner Engagement Partnerships in Education Community Involvement Faculty Development Graduate Students Doctoral Programs Middle School Teachers College School Cooperation Principals Assistant Principals Library Personnel School Counselors Caseworkers Social Work Regular and Special Education Relationship Scholarship Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School Andrews, P. Gayle Leonard, Susan Y. Reflection Service Learning Professional Development Schools Learner Engagement Partnerships in Education Community Involvement Faculty Development Graduate Students Doctoral Programs Middle School Teachers College School Cooperation Principals Assistant Principals Library Personnel School Counselors Caseworkers Social Work Regular and Special Education Relationship Scholarship Universities engage students in traditional service-learning projects that often yield "good feelings", even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars' work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators--rather than for them--supported participants' critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators' research interests, work, and future directions. |
| title | Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School |
| topic | Reflection Service Learning Professional Development Schools Learner Engagement Partnerships in Education Community Involvement Faculty Development Graduate Students Doctoral Programs Middle School Teachers College School Cooperation Principals Assistant Principals Library Personnel School Counselors Caseworkers Social Work Regular and Special Education Relationship Scholarship |
| url | https://eric.ed.gov/?id=EJ1200233 |