ethanporcaro/eric-fulltext-meta huggingface dataset:
From Community Service to Service-Learning Leadership: A Program Perspective
Author: Colby, Susan
Date: 2009-12-00
Type: Journal Articles
Subjects: Education Majors,Required Courses,Cultural Awareness,Service Learning,Social Development,Elementary School Curriculum,Learning Experience,Flexible Progression,Preservice Teacher Education,Pedagogical Content Knowledge,Student Surveys,Longitudinal Studies,Electronic Mail,Cognitive Development

Background: One of the debates around service-learning is if and what changes can be affected in the short duration of a college course, typically 15 weeks. This study explores how one education program addresses this challenge by taking into consideration students' cognitive and social development and systematically designs a progression of community service and service-learning experiences. Prospective elementary education teachers begin this program by engaging in community service during their sophomore year. In their junior year in a required course in learner diversity, they are students of service-learning. Then, in their senior year, they become teachers of service-learning projects in their elementary classroom placements. Aims: The aim of this investigation is to ascertain whether prospective teachers demonstrate growth in cultural understanding and content knowledge through a credential program which has a community service/service-learning component that develops over three years. Sample: During a three year period, 413 elementary education majors responded to surveys about their service-learning experiences. Method: Students responded to surveys at the conclusion of each of two courses with a service-learning component. Qualitative and quantitative data were collected and analyzed. Results: Findings from the data reveal that service-learning has broadened students understanding of social issues; helped them to examine their own views and biases; provided them with a greater responsibility to the community; and assisted them in acquiring skills useful in their career. Conclusion: Students gain a deeper understanding of themselves and their community as they experience community service and service-learning at different levels throughout the program. Students who participate in this program not only benefit from a change in their own personal views, but also learn the importance of facilitating changes in attitudes, beliefs, and practices in others. This progression of experiences significantly influences students' abilities to apply what they have learned as teachers in a classroom. (Contains 4 tables.)
Human Resource Building--An Approach to Service Learning
Author: Rajan, Sonika
Date: 2009-12-00
Type: Journal Articles
Subjects: Service Learning,Foreign Countries,Human Resources,Labor Force Development,Training Objectives,Job Training,Health Programs,Supervision,Community Coordination,Program Evaluation,Evaluation Methods,Teaching Methods,Acquired Immunodeficiency Syndrome (AIDS),Vocational Training Centers

Background: Isabella Thoburn College at Lucknow, Uttar Pradesh, India has initiated Service Learning Program for its students through 4 issue based centers. One of the centers AIDS Awareness Center for Counseling, Education, and Training (AACCET) is in the field of HIV/AIDS. It follows 6 pronged approach to achieve its objectives and one of the objectives is Human Resource Building. The paper explains the whole concept and methodology of human resource building as an approach to service learning. Focus of Discussion: Paper deals in detail with the various training programs carried out by AACCET. Training is provided to 4 target groups--college students, educators, village animators, and primary health workers. Basic procedure and activities are the same for all the groups but the communicative language, resource material, guest speakers, games, presentations and so forth vary according to the group needs. Variety of experiences provided to the groups transforms them into peer educator, counselor and trainers who go and work with the community. Comments: Human resource building brings teaching and learning, educators and society, theory and practice into new relationships and understanding. Our venture into human resource building is an effort towards modeling a behavior and approach which focuses on sharing so that we can build a better world in the new millennium. Conclusion: Human resource building aims at bringing change in the minds of people. Change is needed in the present world which can be witnessed only when people change at the emotional level and that is what Human resource building is aimed at.
&quot;Classroom in Community: Serving the Elderly People, Learning from Senior Citizens&quot; Community-Based Service Learning for Secondary Schools Students in Hong Kong
Author: Kwok-bong, Chan
Date: 2009-12-00
Type: Journal Articles
Subjects: Community Services,Secondary Schools,Altruism,Service Learning,Older Adults,Foreign Countries,Learning Activities,Caregivers,Helping Relationship,Intergenerational Programs,Educational Principles,Curriculum Development,Community Surveys,Social Support Groups

Background: In recent years, more and more secondary schools in Hong Kong begin to employ service learning in designing student learning activities. A vast majority of these attempts is developed based on the philanthropic ideas of altruism, love and care; it involves serving elderly people living in the elderly homes far away from the school community. While it is quite right to say that both the students and the elderly people benefit from these projects; the connection of these students to their community, as well as the student learning from the senior citizens in these projects are still in question. In other words, there is a missing linkage between student learning and the community in these philanthropic service learning projects. Aims or focus of discussion: In this paper, we suggest to bridge this missing linkage with the concept &quot;classroom in community&quot; to connect students, and their learning, with the community. Arguments/comments/suggestion: Based on the service learning curriculum derived by us with local secondary schools, we will illustrate how &quot;classroom in community&quot; could facilitate students to learn from and learn for their community, and to act with the community to co-produce public goods. Examples of community based services for elderly people will be used to further elaborate how students could initiate community services through collective dialogues with the community, in these cases, to get connected with their community by serving the elderly people and learning from them as senior citizens. Conclusion: A summary of the characteristics of the approach of classroom in community to service learning is suggested to conclude the paper. (Contains 2 diagrams and 1 footnote.)
Service-Learning Model at Lingnan University: Development Strategies and Outcome Assessment
Author: Chan Cheung Ming, Alfred
Date: 2009-12-00
Type: Journal Articles
Subjects: Pilot Projects,Service Learning,Educational Strategies,Models,Curriculum Implementation,Holistic Approach,Communication Skills,Interpersonal Competence,Creativity,Program Descriptions,Instructional Design,College Programs,Foreign Countries,College Outcomes Assessment

Background: The Service-Learning and Research Scheme (SLRS) is the showcase of Lingnan's Service-Learning model, which is the manifestation of Lingnan University's Liberal Arts education and mission &quot;Education for Service&quot;. The scheme was a pilot project, from 2004 to 2005, which led to the development of a University-wide protocol for Service-Learning at Lingnan University. Aims: This paper highlights the processes and the strategies of incorporating Service-Learning into courses, based on the experiences in Lingnan University. Implementation and evaluation models are suggested to provide a framework for other interested parties to apply Service-Learning in their learning and teaching. Results: This is a descriptive analysis, associating outcome measurement (three outcomes: &quot;ABC&quot; quality--Adaptability, Brainpower and Creativity) through the process of Service-Learning. Evaluation contents and guidelines for doing Service-Learning are developed based on the past experience in doing Service-Learning at Lingnan. The research element procedures offer instructors with guidance as well as a well-defined protocol and evaluation for Service-Learning programs in Lingnan. Conclusion: In consolidating the above experience and in detailing the validity of the Lingnan Model of Service-Learning, a manual is produced documenting our efforts. This is the first manual which can be the protocol of applying Service-Learning in higher education for students' whole-person development. (Contains 4 tables, 1 figure and 1 chart.)
Service-Learning in Duta Wacana Christian University: Past, Present, and Future States
Author: Krisnawati, Lucia Dwi
Date: 2009-12-00
Type: Journal Articles
Subjects: Higher Education,Learning Activities,Service Learning,Foreign Countries,Teaching Methods,Program Descriptions,Educational History,Educational Development,Educational Trends,Program Implementation,School Community Programs,Fundamental Concepts

Background: The concept of linking academic study with the practical experience of community service has been considered since the first university in Indonesia had been founded in 1949 but has been realized since 1951. This program evolved to be a community service and was called Kuliah Kerja Nyata (KKN) or Student Study-Service. Since 1973, KKN has been integrated into the higher education curriculum for Indonesian universities, and it became one of higher education's threefold responsibilities besides teaching and conducting researches. This study described how KKN and all of its variations are implemented in Duta Wacana Christian University. Aims: Firstly, to explain that KKN and Service-learning have commonalities in their concept and implementation. Secondly, to claim that KKN is an Indonesian version of Service-learning. Thirdly, to share the implementation of KKN &amp; Service-learning at Duta Wacana Christian University from past, present and in future. Fourthly, to describe how Service-learning became a variant of KKN. Arguments/comments/suggestions: The claim that KKN has commonalities with Service-learning can be proved by their concepts such as, the concept of reflection activities, live-in into the community for some periods of time, participatorily planning and implementing programs, and working in a mono- and interdisciplinary areas of study. Because of the political unrest, the need of modifying the implementation of KKN has emerged. In present, there are at least two forms of KKN done by UKDW: the regular KKN and aperiodic KKN. The Service-learning falls under the category of aperiodic KKN that is done in response to specific demands or urgent needs. In future, Service-learning is projected to be a long-term project that is collaborated with other institutions. Conclusion: The Service-learning activities in future such as realizing IT village (Kampoeng IT) depend on the cooperation and networking with the local government, and other institutions. (Contains 2 figures.)
Role of Service Learning in Water Quality Studies
Author: Richards, Wilfred Sugumar
Date: 2009-12-00
Type: Journal Articles
Subjects: Water Quality,Service Learning,Chemistry,Learning Experience,Science Process Skills,Critical Thinking,School Community Programs,Citizenship Responsibility,Preservation,Participant Satisfaction,Student Attitudes,Program Descriptions,Foreign Countries,Sustainable Development

Background: Chemistry students often complain that they are unmotivated because they see no applications of chemical principles in &quot;real life.&quot; It was thus decided to put into use the knowledge gained during the course on water quality and analysis. Learning the principles of quantitative chemical analysis requires innovative, hands-on laboratory experiences that would challenge students to think independently about a problem. Aims: The water project selected by the Department of Chemistry was meant to serve two purposes. One of the objectives of the programme is to increase student interest and critical thinking skills while reinforcing the concepts learnt in the classroom. The second objective is to remind the students of the benefits derived from the society. With a view to enrich the moral and civic values inherent in serving others, this project was integrated into community service to form a package called &quot;Service Learning&quot; and this package formed a part of the curriculum. Sample: A community pond near the College was chosen for its restoration and the local residents were made partners of this project. Method: The students first interacted with the community and got their views and concurrence regarding the restoration of pond ecosystem. Then the pond water was analysed for the physical and chemical parameters and on the basis of the result, restoration process was carried out. In order to evaluate the effectiveness of the service-learning component, students were surveyed at the end of the semester about their service-learning experiences. Result: The students with the help of local community and the municipal authorities were able to completely restore the quality of the pond water. The students responded very favorably to the service learning programme involving the water project. The programme, in the opinion of the students was both challenging and time consuming. The service-learning project achieved the educational objectives of requiring the students to think critically and work as a team. Almost all students agreed they had learned more about course concepts as a result of their service-learning experience, and the majority felt their service-learning activity provided a needed service to the community. Conclusion: It was observed that effectively linking service-learning to course content not only offered students a powerful opportunity to maximize academic learning, but also promoted their personal growth and instilled a commitment to lifelong, civic engagement. (Contains 4 tables.)
The Impact of Service-Learning in Supporting Family Empowerment and Welfare Program
Author: Natadjaja, Listia
Date: 2009-12-00
Type: Journal Articles
Subjects: Empowerment,Outreach Programs,Service Learning,Program Effectiveness,Family Programs,Foreign Countries,Design Preferences,Design Requirements,Manufacturing Industry,Interviews,Participant Satisfaction,Welfare Services,Visual Arts,Employer Attitudes

Background: Facilitated by Community Outreach Centre, the Packaging Design class of Visual Communication Design major at Petra Christian University implements Service-Learning Program to assist micro-industries that have joined in the Family Empowerment and Welfare Program in Kabupaten Kediri. Students, in cooperation with lecturer assist micro-industries in solving the problems of how they market their products, due to the poor condition of packaging design. Short after finishing the Service-Learning program, we find that micro-industries undergo some difficulties in implementing student's packaging design. Aim: This study investigates the impact of packaging design Service-Learning project for micro-industries in Kediri and how much it contributes the Family Empowerment and Welfare Program. Sample: Ten micro-industries are interviewed, from total population 12 manufacturers. There are totally 13 products are examined. Method: A research using qualitative method to know how much impact did our Service-Learning has on supporting the program. Researchers visit every respondent' home industries and do in-depth interview in each of them. Result: The examination result show that Service-Learning is utterly beneficial. However, we find some obstacles that made micro-industries are not well motivated to implement the students' packaging design. Conclusion: Many of producers' expect that this program progressively persist. Family Empowerment and Welfare Center in Kediri fully nourish this Service-Learning Program. We have applied some condition to fulfill the expectation of the community and benefit all the participants of Service-Learning. (Contains 5 figures and 1 table.)
Developing Leadership and Cultural Competency through Service Exposure Attachment Program
Author: Lai, Kwok Hung
Date: 2009-12-00
Type: Journal Articles
Subjects: Service Learning,Foreign Countries,Content Analysis,Learning Experience,Construction Programs,Community Based Instruction (Disabilities),Preservice Teacher Education,International Educational Exchange,Competency Based Teacher Education,Journal Writing,Student Journals,Experiential Learning,Teacher Leadership,Cultural Relevance

Background: Seventeen pre-service teachers from The Hong Kong Institute of Education involved in a service education project during the summer vacation in 2008. They spent seven weeks in an orphanage and a commune in Vietnam to provide various services for disabled children and to help constructing a house for the poor villagers respectively. They learned how to cope with challenging environment through developing service leadership, problem solving and communication abilities in a different cultural context. Aims: To reveal what respondents have experienced, reflected and gained through involving in the cross-cultural service exposure project and how such fruitful learning experiences can be enhanced. Sample: All seventeen pre-service teachers involved in the project. Method: Content analysis was conducted on service-learning journals, day logs and writings prepared by the students after the service-learning experience. Results: The analysis based on respondents' reflective writings revealed that the development of genuine relationship among participants through mutual care, their generic skills, leadership abilities and cultural competencies are enhanced while they work collaboratively and support each other to overcome difficulties. Conclusion: As a multicultural service-learning co-curricular activity, participants can acquire new knowledge, change attitudes and develop constructive behaviors through a genuine and caring environment and reflection. They are perceived to attain gains in leadership abilities, cultural competence skills and professional commitment.
Demographic Trends: Impact on Schools
Author: Chong, Sylvia N. Y.
Date: 2010-05-00
Type: Journal Articles
Subjects: Population Trends,Birth Rate,Lifelong Learning,Cultural Pluralism,Foreign Countries,Demography,Migration Patterns,Mortality Rate,Trend Analysis,Census Figures,Data Analysis,Aging (Individuals),Educational Change,School Demography

Background: Singapore is experiencing great demographic change. These demographic trends show fewer young people and declining birth rates, greater longevity for ageing generations and an increase in the number of non-Singaporean residents. Statistics also show that more than half of the total population increase in the last decades was contributed by non-resident (non-Singaporeans). These demographic trends have far-reaching implications for schools and educators. Aims: The paper looks at how key demographic trends will reshape Singapore's schools. The paper focuses on three key factors-mortality, fertility and migration-and their impact on schools. Method: The analyses are based on existing demographic data and trends. The data is taken from Singapore Department of Statistics, 2008. Results: The first two factors, namely ageing population and declining birth rates, lead to the need to develop lifelong learning skills. The third factor of immigration leads towards multiculturalism in education for hybrid identities to work, think, and play across cultural boundaries. Conclusion: It is necessary to ensure that the school structures are responsive to changing needs, so that it can evolve in a timely manner to prepare the learners meaningfully. Schools in Singapore have to incorporate a wider range of activities that can help to develop 21st century skills without compromising the rigor and quality of the original school and curriculum structure which has served the needs of the students in Singapore well. (Contains 2 tables.)
A Qualitative Study of Self-Esteem, Peer Affiliation, and Academic Outcome among Low Achieving Students in Hong Kong
Author: Leung, Chi-hung
Date: 2010-05-00
Type: Journal Articles
Subjects: Low Achievement,Peer Relationship,Program Effectiveness,Foreign Countries,Self Esteem,Peer Influence,Social Influences,Transitional Programs,Secondary School Students,Adolescents,Interviews,Check Lists,Social Support Groups,Social Networks

Background: A limited amount of research has been conducted on children and adolescents who are low achievers. In Hong Kong, educators describe low achieving students in terms of academic performance, they seldom focus on socio-emotional aspects, such as self-esteem, peer affiliation, and inter-personal relationships. However, low achieving students could also be described differently in different contexts. Students who experience difficulties academically are characterized as having difficulties in studying, completing assignments and organizing information. Therefore, this study attempts to explore the impact of the transitions from primary school to secondary school among low achieving students on their peer affiliation and the reciprocal effect of self-esteem and academic outcomes, using data triangulation and methodological triangulation (different methods, i.e., observation, journal entries, portfolios and interviews) (Denzin, 1978). Aims: This study examined the effects of a peer support programme in smoothing the transition to adolescence and secondary school for students in the first year of secondary school by enhancing self-esteem, peer affiliations and academic performance. Sample: Participants in the study were students from a secondary school in Hong Kong. Seven form-one students participated three times weekly in groups facilitated by a trainer and older students. Method: The methods of data triangulation and time series design were employed. Data was collected from teacher interviews, observational field notes, inter-rater checklists, and conversations with students. Results: The results suggested that the peer support programme has significant effects on students' academic outcomes and peer affiliations. Conclusion: Three major findings arise from this investigation. First, the overall effectiveness of the peer support programme could enhance the students' academic performance and peer affiliations, this was agreed by the participants, teachers, trainer and researcher. Second, the school plays an important role in young adolescents' lives. Relationships between teachers and students could improve if there is more peer interaction. Third, a warm and supportive network has been established among the participants. The in-group bonding among the young students was very strong, so as to equip them with better social skills and positive interpersonal relationships with other classmates. (Contains 8 tables.)