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ERIC Number: EJ929643
Record Type: Journal
Publication Date: 2004
Pages: 6
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-1090-1027
Reflections on a Post September 11 Student-Led Project: Teaching Strategies that Foster Tolerance and Emotional Coping
Gilliard, Jennifer L.
Journal of Early Childhood Teacher Education, v25 n1 p79-84 2004
Sixteen preservice teachers participated in a service-learning project to build tolerance in the community as a result of their desire to do something or to make a difference after the terrorist attacks of September 11, 2001. Student reflection papers revealed an increase in student tolerance and feelings of competence after participating in the project. Student-led project work enabled students to direct their own learning, reflect on feelings about terrorism and tolerance, participate in collaborative relationships and make a contribution to campus and community life. Advocacy and mentoring are discussed as key teaching strategies for replicating project outcomes. (Contains 1 table and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A