Service Learning in the Middle Grades: Learning by Doing and Caring

Farber, Katy

doi:10.1080/19404476.2017.1415600

Cited by 8 publications

(7 citation statements)

References 11 publications

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“…This approach enables students to search and then create plans to address challenges arising in schools and communities. (Farber & Bishop, 2018). Students gain a lot of valuable experiences during the activities (Abu-Shakra & Saliim, 2012).…”

Section: Discussionmentioning

confidence: 99%

Service-learning: Learning by Doing in Community to Strengthen Students’ Social Skill

Hidayah

Muchtarom

Rejekiningsih

2021

Acad. J. Interdiscip. Stud.

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This research sought to find out the implementation of service-learning in senior high school. This research adopted a qualitative approach using a case study method, and it was conducted on the students of Nur Hidayah Integrated Islamic Senior High School (SMAIT NH) of Sukoharjo, Central Java, Indonesia. The subjects of this research were selected using the purposive sampling technique. The subjects consisted of the vice principal, the student organization coordinator, the dormitory coordinator, teachers, students, and the community leaders. The data collection techniques were observation, interviews, and document study. Miles and Huberman's interactive model was deployed to analyze the data. This research found that service-learning programs in SMAIT NH is an integrated education that not only emphasizes the attainment of knowledge aspect but also develops the attitudes and skills needed by students. Students directly apply learning by doing in every service-learning activity in community. Service-learning was implemented through five types of social activities including the students’ real movement, fieldwork, gathering with orphans, the nation's hope generation festival, and community training. This research mainly contributes to the development of social skills by applying service-learning to the learning curriculum at school. Received: 3 January 2021 / Accepted: 15 April 2021/ Published: 10 May 2021

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Section: Discussionmentioning

confidence: 99%

Service-learning: Learning by Doing in Community to Strengthen Students’ Social Skill

Hidayah

Muchtarom

Rejekiningsih

2021

Acad. J. Interdiscip. Stud.

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“…Research has shown that service-learning experiences are associated with increased self-efficacy, increased sense of belonging, and increased sense of community largely through the use of interviews or questionnaires designed to elicit student perceptions (Astin et al, 2000; Billig, 2017; Clayton et al, 2010; Duncan-Andrade, 2007; Farber & Bishop, 2018; Felten & Clayton, 2011; Ginwright & Cammarota, 2007; Sprague Martinez et al, 2017). However, I have yet to locate similar research focused explicitly and specifically on critical service-learning occurring at the K–12 level during the regular school day.…”

Section: Supporting Literaturementioning

confidence: 99%

Exploring Elementary Student Perceptions of Experiential Learning Within Critical Service-Learning

Gartland

2020

Journal of Experiential Education

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Background: Critical service-learning provides an opportunity for culturally sustaining and experiential learning across a variety of contexts. This study took place alongside a larger study examining the implementation of a year-long community-based critical service-learning initiative at an underresourced elementary school. While the larger study focused on the ways in which the teachers engaged with the framework, this study focuses on the students. Purpose: This study sought to explore third graders’ perceptions of their participation in developing, planning, and implementing a critical service-learning project. Methodology/Approach: Fieldnotes from classroom observations, co-planning and co-teaching sessions, transcripts from student focus groups, and other lesson artifacts were analyzed qualitatively. Findings/Conclusions: A case study of two third-grade students found that amplification of student voice associated with engaging in the critical service-learning fostered a sense of community within the classroom and increased student self-efficacy. Implications: These findings add to the literature on critical service-learning in K–12 public schools while also providing impetus to continue studying student perceptions of experiential learning.

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“…The experiential consumption knowledge acquired and developed by adolescents is often limited to adolescent consumption fields, a limitation they recognize. Of course, in some instances, they have to learn by doing (Farber and Bishop 2018): they may be "forced" to engage in consumption experiences despite their vulnerability and, as both participants mentioned, to learn from bad experiences. In these instances, dependency can come into play.…”

Section: Lack Of Consumption Experiential Knowledgementioning

confidence: 99%

Unveiling (In)Vulnerability in an Adolescent’s Consumption Subculture: A Framework to Understand Adolescents’ Experienced (In)Vulnerability and Ethical Implications

Batat

Tanner

2019

J Bus Ethics

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Consumer (in)vulnerability is studied via a quasi-ethnographic longitudinal study of adolescents aged 11-15. The study focuses on how adolescents define their vulnerabilities within their adolescent consumption subcultures, the factors enhancing this vulnerability, and the social actors involved in their experience of vulnerability. The findings contribute to consumer vulnerability literature in three ways. First, by adopting an adolescent-centric approach based on an emic perspective, we go beyond the monolithic approach of studying one source of vulnerability at a time seen in present marketing literature. Instead, we introduce a polyadic or multiple simultaneous approaches that can consider risk sources. Second, the findings show that adolescents' perceptions of consumer vulnerability are anchored within their consumption subcultures. This study introduces the concept that young consumers experience vulnerability in multiple ways, including imposed by adults or by adolescents deliberately engaging in risky behaviors. Third, this research provides ethics policy-makers and scholars with the conceptual framework of adolescent-centric vulnerability, which can help them to develop actions based on both imposed and deliberate sources of vulnerability from the perception of the adolescent.

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Service Learning in the Middle Grades: Learning by Doing and Caring

Cited by 8 publications

References 11 publications

Service-learning: Learning by Doing in Community to Strengthen Students’ Social Skill

Service-learning: Learning by Doing in Community to Strengthen Students’ Social Skill

Exploring Elementary Student Perceptions of Experiential Learning Within Critical Service-Learning

Unveiling (In)Vulnerability in an Adolescent’s Consumption Subculture: A Framework to Understand Adolescents’ Experienced (In)Vulnerability and Ethical Implications

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