Peer reviewedERIC Number: EJ582008
Record Type: Journal
Publication Date: 1998
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1076-0180
EISSN: N/A
Pedagogical Variations in Service-Learning and Student Outcomes: How Time, Contact, and Reflection Matter.
Mabry, J. Beth
Michigan Journal of Community Service Learning, v5 p32-47 Fall 1998
A study found that college service learning is more effective as a civic and academic pedagogy when students have: (1) at least 15 to 20 hours of service; (2) frequent contact with the beneficiaries of their service; (3) weekly in-class reflection; (4) ongoing and summative written reflection; and (5) discussions of their service experiences with both instructors and site supervisors. (Author/MSE)
Descriptors: Academic Achievement, Citizenship Responsibility, Classroom Techniques, College Outcomes Assessment, Course Evaluation, Discussion (Teaching Technique), Educational Benefits, Higher Education, Instructional Effectiveness, Public Service, School Community Relationship, Service Learning, Social Values, Supervision, Time Factors (Learning)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
