There are Children Here: Service Learning for Social Justice

Boyle‐Baise, Marilynne; Langford, James William

doi:10.1080/10665680490422115

Cited by 78 publications

(44 citation statements)

References 3 publications

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“…Service learning in teacher education enhances outcomes for students, and motivates students to grow personally, socially and emotionally; it also develops their skills of reflection and ability to question their assumptions, beliefs, and prejudices as well as their understanding of their roles as teachers in the community (Wade, 2000). These activities also provide promising opportunities for students to learn from their personal experiences and from the community they have worked with and contemplate more deeply their own experiences, and they also enable them to undertake investigations of their community using a wide range of informants (Boyle-Baise & Langford, 2004). However, a more complex understanding of diversity and the learning experiences which contradict students' learning about diversity depend on the experiences preservice teachers have in their service learning placements (Bell, Horn, & Roxas, 2007).…”

Section: Introductionmentioning

confidence: 95%

The impact of the type of projects on preservice teachers' conceptualization of service learning

Seban

2013

Teaching and Teacher Education

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Section: Introductionmentioning

confidence: 95%

The impact of the type of projects on preservice teachers' conceptualization of service learning

Seban

2013

Teaching and Teacher Education

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“…A second trend is the focus on education for citizenship and civic leadership, particularly through servicelearning (e.g., Campus Compact, 2007;Dey et al, 2009;Jacoby, 2009;Kezar, 2002;Musil, 2003). One increasingly popular form of servicelearning is alternative breaks, weeklong servicelearning immersion trips addressing particular social issues (BoyleBaise & Langford, 2004; Break Away, n.d.; Ivory, 1997). Alternative breaks are different from study abroad in many ways, but are similar in that both are characterized by immersion in a different culture (Parker & Dautoff, 2007).…”

mentioning

confidence: 99%

The Meaning Students Make as Participants in Short-Term Immersion Programs

Jones¹,

Rowan-Kenyon²,

Ireland³

et al. 2012

csd

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The purpose of this article is to present the results of a multi-site case study designed to investigate students’ experiences as participants in four week-long immersion programs (New York City, Peru, the Czech Republic, Chicago). Results highlight the significance of the context of the trips and specific characteristics of the trip (e.g., getting out of the bubble, boundary crossing, and personalizing), which served as the springboard for learning and meaning making. In particular, meaning making focused on developing new understandings of social issues, privilege, and stereotypes, reframing experiences upon participants’ return, and shifting sense of purpose and career planning.

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“…According to Morris et al [11], a more effective learning outcome of experiential learning programme is where students are able to think critically in facing and solving complex and challenging problems. Through participating in experiential learning programmes, students have the opportunity to analyze information from a variety of perspectives especially on their understanding of the social structures and challenges appeared in the community before they arrived in solving a problem [12]. This study also shows that students' participation in the experiential learning UNESA Study Visit Programme has increased their professional ethics and morality.…”

Section: Discussionmentioning

confidence: 80%

Item analysis on the effects of study visit programme in cultivating students’ soft skills: A case study

Rameli¹,

Bunyamin²,

Siang³

et al. 2018

IJET

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Experiential learning programme is an important platform in the process of cultivating student's self-development. The teaching approaches that apply experiential learning are widely implemented in higher education. The Faculty of Education in UTM has organised many of such experiential learning activities for students, however the effect of the programmes towards students' self-development is still under researched. Hence, it is still unable to fully identify their effects on cultivating students' soft skills through the process of organizing the programme and students' participations. Therefore, this study was conducted to identify the effects of experiential learning programme namely UNESA Study Visit Programme of the State University of Surabaya (UNESA) organized by the Faculty of Education UTM towards developing participants' soft skills. This case study involved 39 masters students currently majoring in Primary School Education at State University of Surabaya. The data were collected through a questionnaire involving 20 items which consist of 7 soft skills constructs. Item analysis using the Rasch Measurement Model shows that the most dominant effect is from the aspect of critical thinking and problem solving skills (logit = -1.335). Meanwhile, the positive effect is also reflected in the aspects of Professional Ethics and Moral (logit = -0.495), Communication Skills (logit = -0.410), Lifelong Learning and Information Management (logit = -0.058), Leadership Skills (logit = 0.080) and Team working Skills (logit = 0.435). Lastly, the effect on Entrepreneurship Skills is weaker with logit value = 1.440. The findings show that experiential learning programmes do provide positive effect to students and should be conducted more widely in education.

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There are Children Here: Service Learning for Social Justice

Cited by 78 publications

References 3 publications

The impact of the type of projects on preservice teachers' conceptualization of service learning

The impact of the type of projects on preservice teachers' conceptualization of service learning

The Meaning Students Make as Participants in Short-Term Immersion Programs

Item analysis on the effects of study visit programme in cultivating students’ soft skills: A case study

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