Community Service Self-Efficacy and Summer Service-Learning: Comparative Analyses Among Academically Talented Youth

Stewart, Trae; Bai, Haiyan

doi:10.1177/026142941002700205

“…Studies have shown that community action service learning can promote social justice interest in students, so it can help orient students to apply their creativity to a common good [34,41]. Studies show that community activism supports students' affective development while promoting social change in communities, making it a win-win situation for all parties involved [42,43]. Thus, community action provides an effective pedagogical framework for fostering positive and transformational creativity because it requires the direct application of transformational creativity.…”

Section: Fostering Positive Creativity Through Community Actionmentioning

confidence: 99%

Teaching for Positive and Transformational Creativity through Service Learning

Desmet

¹

,

Roberts

²

2022

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Positive creativity involves creative ideas and products that are beneficial to humanity. This paper discusses the importance of fostering positive and transformational creativity in PK-12 and college settings, and concrete classroom strategies for nurturing positive creativity through a service learning pedagogy. A brief history of service learning pedagogy is discussed, along with a practical application of the K-12 Developmental Service Learning Typology, a theoretical service learning pedagogical model. This practical application highlights three examples of how service learning can foster positive and transformational creativity: experiential learning through community service or volunteering, problem-based learning through community exploration, and using Destination Imagination as a form of social or community activism. The latter two examples demonstrate using curiosity to create positive, novel, and useful products through a cycle of deep exploration of topics that each student has an intense interest in, called the Roberts Curiosity Community Exploration Cycle (R-CCEC).

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“…The items were chosen because they (a) possess high factor loadings (.70 to .88 in the studies mentioned in the next paragraph), (b) appear to provide a proximal measurement of civic service self-efficacy, (c) appear to be capable of being adapted to relate to student perception of curriculum, and (d) appear to be capable of being used in adapted form to create convergent validity evidence for the CCPM. (Bringle et al, 2004;Reeb 2006;Stewart & Bai, 2010).…”

Section: Curricular Alignment With Community Service Self-efficacy Me...mentioning

confidence: 99%

Do Student Perceptions of Curriculum Matter? Evidence From Secondary Social Studies Students

Khatter¹

2022

Proceedings of the 2022 AERA Annual Meeting

0

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Title: Do Student Perceptions of Curriculum Matter? Evidence From Secondary Social Studies StudentsA large body of literature documents the negative effects of student disengagement from K-12 schooling and chronic absenteeism. Practitioners and policy makers often theorize that shifts in the curriculum and instruction might improve student engagement. In this study, I examine whether students' perception of the curriculum they experience in social studies classes is related to their achievement and engagement. To test this hypothesis, I develop a novel instrument, the Critical Cultural Perception Measure (CCPM), to measure the extent to which a curriculum aligns with the goals of critical bicultural pedagogy (Darder, 1991(Darder, , 2012. I find that students' perception of curricular alignment with these goals differ by students' social studies achievement levels and curriculum engagement levels, and by their socioeconomic level. Comparisons among racial and gender pronoun groups result in statistical significance at the item level for several CCPM items of special interest. I further contextualize these pronounced demographic differences in students' perception of the curriculum through textual analysis of their open-responses. Evidence generated within this study indicates that v curriculum perception measures may be valuable instruments to assess and respond to student disengagement.

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“…The items were chosen because they (a) possess high factor loadings (.70 to .88 in the studies mentioned in the next paragraph), (b) appear to provide a proximal measurement of civic service self-efficacy, (c) appear to be capable of being adapted to relate to student perception of curriculum, and (d) appear to be capable of being used in adapted form to create convergent validity evidence for the CCPM. (Bringle et al, 2004;Reeb 2006;Stewart & Bai, 2010).…”

Section: Curricular Alignment With Community Service Self-efficacy Me...mentioning

confidence: 99%

Do Student Perceptions of Curriculum Matter? Evidence From Secondary Social Studies Students

Khatter¹

2022

Aera 2022

0

View full text Add to dashboard Cite

Title: Do Student Perceptions of Curriculum Matter? Evidence From Secondary Social Studies StudentsA large body of literature documents the negative effects of student disengagement from K-12 schooling and chronic absenteeism. Practitioners and policy makers often theorize that shifts in the curriculum and instruction might improve student engagement. In this study, I examine whether students' perception of the curriculum they experience in social studies classes is related to their achievement and engagement. To test this hypothesis, I develop a novel instrument, the Critical Cultural Perception Measure (CCPM), to measure the extent to which a curriculum aligns with the goals of critical bicultural pedagogy (Darder, 1991(Darder, , 2012. I find that students' perception of curricular alignment with these goals differ by students' social studies achievement levels and curriculum engagement levels, and by their socioeconomic level. Comparisons among racial and gender pronoun groups result in statistical significance at the item level for several CCPM items of special interest. I further contextualize these pronounced demographic differences in students' perception of the curriculum through textual analysis of their open-responses. Evidence generated within this study indicates that v curriculum perception measures may be valuable instruments to assess and respond to student disengagement.

show abstract

Community Service Self-Efficacy and Summer Service-Learning: Comparative Analyses Among Academically Talented Youth

Cited by 9 publications

References 35 publications

Teaching for Positive and Transformational Creativity through Service Learning

Teaching for Positive and Transformational Creativity through Service Learning

Do Student Perceptions of Curriculum Matter? Evidence From Secondary Social Studies Students

Do Student Perceptions of Curriculum Matter? Evidence From Secondary Social Studies Students

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