Term of Award
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 of Leadership, Technology, and Human Development
Linda M. Arthur
Committee Member 1
Committee Member 2
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.
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.
Research Data and Supplementary Material