Term of Award
Fall 2010
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Linda M. Arthur
Committee Member 1
Stephen Jenkins
Committee Member 2
Kymberly Harris
Abstract
Service-learning is widely recognized as a form of experiential learning that positively impacts students. Studies have supported academic and inter-personal growth as a result of student involvement in an organized service-learning program. While some educators report that student participation is all that is required, this research demonstrates that the teaching practices implemented and strategies employed are the foundational elements necessary for a successful service-learning program. A successful service-learning project should be intentionally selected and developed with built-in opportunities for preparation activities prior to the service-learning event, a thoroughly planned service-learning opportunity, and planned debrief to solidify student comprehension and application of the learning. This research indicates that the success of the project hinges on this level of intentionality. This study identifies practices and strategies that contribute to the success of high-school service-learning programs, thus providing educators and service-learning practitioners with practical direction for the design and implementation of service-learning programs on the high school level.
Recommended Citation
Taylor, James E., "An Assessment of the Practices And Strategies that Contribute to the Success of High School Service-Learning Programs" (2010). Electronic Theses and Dissertations. 372.
https://digitalcommons.georgiasouthern.edu/etd/372
Research Data and Supplementary Material
No
