Service learning and literacy tutoring: Academic impact on pre-service teachers

Hart, Steven M; King, James R.

doi:10.1016/j.tate.2006.12.004

Cited by 59 publications

(41 citation statements)

References 12 publications

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“…Kuh and his colleagues (Kuh et al, 2005) proposed that increasing student engagement as well as deeper levels of cognitive and behavioral participation enhance students' levels of learning and likelihood of success in college. Research suggests that SL provides the conditions to promote such engagement, particularly through structures that involve autonomy and ownership of the learning process, application of course content in authentic settings, and reflection on personal development (Eyler & Giles, 1999;Hart & King, 2007;Pak, 2016;Yeh, 2010). Moreover, previous research on student retention has found that SL participation increases students' likelihood of continuing enrollment and maintaining an intention to persist toward degree completion (Bringle et al, 2010;Gallini & Moely, 2003).…”

Section: Discussionmentioning

confidence: 99%

Service-Learning and Graduation: Evidence from Event History Analysis

Yue¹

2017

Michigan Journal of Community Service Learning

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Section: Discussionmentioning

confidence: 99%

Service-Learning and Graduation: Evidence from Event History Analysis

Yue¹

2017

Michigan Journal of Community Service Learning

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“…En segundo lugar, destacan la importancia de esta metodología en el rendimiento en tanto que llega a transmitir a los estudiantes un sentimiento de efectividad, permitiéndoles visibilizar la utilidad de los conocimientos adquiridos. De un modo similar, Hart y King (2007), en un estudio con 63 profesores en formación, de los cuales 34 participaron en un programa de ApS, sostienen que el impacto de esta práctica pedagógica en el aprendizaje y rendimiento del alumnado se debe al modo en que favorece su responsabilidad, haciéndolos dueños de su aprendizaje y dotándolos de voz propia.…”

Section: Resultsunclassified

“…Uno de los retos de este enfoque, a juzgar por la literatura científica, tiene que ver con las posibles vías de equilibración entre dichas dimensiones, pues no debemos olvidar que hasta el momento la hegemonía investigadora parece favorecer a los factores del servicio, en detrimento de los más directamente relacionados con el aprendizaje y el rendimiento académico del alumnado (Strage, 2000;Hart y King, 2007).…”

Section: Revista De Estudios E Investigación En Psicología Y Educaciónunclassified

Aprendizaje-Servicio y rendimiento académico del alumnado universitario

Núñez

Rego

Gutiérrez

2015

R Est Inv Psico y Educ

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Este trabajo se deriva de un primer análisis bibliográfico realizado dentro del Proyecto de I+D+i "Aprendizaje-Servicio e Innovación en la Universidad. Un programa para la mejora del rendimiento académico y el capital social de los estudiantes", financiado por el Ministerio de Economía y Competitividad como proyecto de I+D+i "Retos Investigación" del Programa Estatal de I+D+i Orientada a los Retos de la Sociedad (EDU2013-41687-R) Correspondencia: Ígor Mella Núñez, igor.mella@usc.es Aprendizaje-Servicio y rendimiento académico del alumnado universitarioService-Learning and academic achievement of university students Ígor Mella-Núñez*, Miguel Ángel Santos-Rego*, Xosé Manuel Malheiro-Gutiérrez** *Grupo de Investigación ESCULCA / Rede de Investigación RIES -Universidade de Santiago de Compostela, **Grupo de Investigación ESCULCA -Universidade da Coruña ResumenEl objetivo de este trabajo es conocer la relación existente entre la implementación de programas de Aprendizaje-Servicio (ApS) en la universidad y el rendimiento académico del alumnado. Para ello, partiendo de que el ApS es una práctica pedagógica potencialmente efectiva desde un punto de vista académico, realizamos un análisis bibliográfico a fin de conocer el impacto que esta metodología tiene en el logro académico del alumnado. Esta revisión tendrá alcance internacional debido al escaso recorrido que tal acento ha tenido en nuestro país, donde una amplia parte de los estudios se han centrado, especialmente, en la dimensión cívico-social. Palabras clave: aprendizaje-servicio, rendimiento académico, educación superior, innovación educativa. AbstractThis paper is aimed at finding the relationship between the implementation of Service-Learning programs at the university level, and students' academic performance. To this end, first, service-learning should be understood as an effective teaching practice from an academic point of view, and a literature review should be carried out to understand the impact that this methodology has on students' academic performance. Thus, an international literature review is performed, due to the limited scope that this approach had so far in our country, where most research studies focused particularly on the civic and social dimension. Keywords: service-learning, academic achievement, higher education, educational innovation. IntroducciónHablar de rendimiento académico es hacerlo de una de las variables que mayor interés concita en la investigación educativa. Todo proceso formativo se orienta, en mayor o menor medida, a alcanzar el éxito, como resultado de combinar esfuerzo y habilidad en los alumnos, a lo que hemos de añadir el modo en que influye el contexto (Edel, 2003).En la universidad, la atención prestada al rendimiento académico se explica apelando, como señalan Martín y González Afonso (2010), al firme desarrollo de una cultura de evaluación de la calidad. En este sentido, el logro académico del alumnado se considera un indicador fiable de la calidad en los procesos formativos que allí tienen lugar, pues muestra grados...

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“…Second, interns undertake learning needs analysis of their students, assist small student groups and provide individual literacy support. Such experience enables them to critically reflect on their own learning experience and its impact on the students' academic achievements (Hart & King, 2007;Roschelle, Turpin, & Elis, 2000). With this in mind, interns think more carefully and deeply of using flexible teaching methods, accommodating their students' learning needs and working to make their learning experience better.…”

Section: Theoretical Considerationmentioning

confidence: 99%

One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum

Ping¹

2014

ELT

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This paper examines a good practice for service learning that has been implemented for years in TESOL Internship, a professional unit for students doing Master of Arts (MA) in Teaching English to Speakers of Other Languages (TESOL) at a major university in Australia. The author has investigated and identified three key features of a good practice in service learning, including critical reflection, community engagement and intercultural communication, which are evidenced in student service learning in various English language centres in Great Western Sydney. Data are collected from student reports, supervising teachers' reports and comments, weekly workshop discussions and emails. Using constructivist grounded theory (Glaser & Strauss, 1967), the author conducts thematic analysis to code the data, categorizes them into key themes for critical analysis. The results show that during their practicum period TESOL student teachers critically reflect on their observation experience and participate in curriculum-relevant and extra-curriculum activities, particularly their own teaching practices drawing on relevant TESOL theories and communicating with their peers and mentors. Furthermore they come to understand local communities better as they are actively engaged in interacting with members of local communities. Finally their intercultural awareness is enhanced through regular and active intercultural communication with people of diverse language and cultural backgrounds. Opportunities and challenges for good service learning practices are also discussed.

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Service learning and literacy tutoring: Academic impact on pre-service teachers

Cited by 59 publications

References 12 publications

Service-Learning and Graduation: Evidence from Event History Analysis

Service-Learning and Graduation: Evidence from Event History Analysis

Aprendizaje-Servicio y rendimiento académico del alumnado universitario

One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum

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