research on service-learning in teacher education: key issues and themes

Research on Service-Learning in Teacher Research on Service-Learning in Teacher Education: Key Issues and Themes Education: Key Issues and Themes

Presentation OrderPresentation Order:: Overview of the International Center for S-L in Teacher Education Overview of the International Center for S-L in Teacher Education

at Clemson and its Predecessors — Nancy Dunlap, Clemson at Clemson and its Predecessors — Nancy Dunlap, Clemson UniversityUniversity

Status of S-L in Teacher Education — Joseph Erickson, Augsburg Status of S-L in Teacher Education — Joseph Erickson, Augsburg CollegeCollege

Institutionalization of S-L in Teacher Education — Jane Callahan, Institutionalization of S-L in Teacher Education — Jane Callahan, Providence CollegeProvidence College

Impacts of S-L on Preservice TeachersImpacts of S-L on Preservice Teachers — Susan Root, RMC — Susan Root, RMC Research Corp.Research Corp.

• Impacts on Practice: Use of S-L in Teaching — Jeffrey Anderson, Impacts on Practice: Use of S-L in Teaching — Jeffrey Anderson, Seattle UniversitySeattle University

http://web.augsburg.edu/education/islrc2004/index.htmlhttp://web.augsburg.edu/education/islrc2004/index.html

**

Eugene T. Moore School of EducationEugene T. Moore School of Education

Clemson UniversityClemson University

International Center for International Center for Service-Learning in Service-Learning in Teacher Education — Teacher Education —

Nancy DunlapNancy Dunlap

Founding OrganizationsFounding Organizations

National Service-Learning in Teacher Education PartnershipNational Service-Learning in Teacher Education PartnershipAmerican Association of Colleges of Teacher EducationAmerican Association of Colleges of Teacher Education

Compact for Learning and CitizenshipCompact for Learning and CitizenshipEducation Commission of the StatesEducation Commission of the StatesNational Youth Leadership CouncilNational Youth Leadership Council

SC Department of EducationSC Department of EducationCampus CompactCampus Compact

RMC Research Corp.RMC Research Corp.

Clemson UniversityClemson UniversityCollege of Health, Education, and Human DevelopmentCollege of Health, Education, and Human Development

Eugene T. Moore School of EducationEugene T. Moore School of EducationNational Dropout Prevention CenterNational Dropout Prevention Center

NSLTEPNSLTEP

The ICSLTE grew from the NSLTEP organization.The ICSLTE grew from the NSLTEP organization.

National Service-Learning in Teacher Education PartnershipNational Service-Learning in Teacher Education Partnership

HistoryHistory

PurposePurpose

NSLTEP founded in 1997 with 6 NSLTEP founded in 1997 with 6 regional partners and funding regional partners and funding from CNSfrom CNS

2000 NSLTEP joined with AACTE’s 2000 NSLTEP joined with AACTE’s CNS-funded SLATE projectCNS-funded SLATE project

2003 NSLTEP evolved into the 2003 NSLTEP evolved into the ICSLTEICSLTE

HistoryHistory

Purposes of NSLTEPPurposes of NSLTEP Provide technical assistance and consulting support Provide technical assistance and consulting support

to teacher educatorsto teacher educators

Conduct and disseminate researchConduct and disseminate research

Complete policy studies that examine S-L with key Complete policy studies that examine S-L with key issues (diversity, character ed, citizenship ed, civic issues (diversity, character ed, citizenship ed, civic engagement)engagement)

Conduct a national Institute on S-L in Teacher Conduct a national Institute on S-L in Teacher EducationEducation

Provide resources and information--publications and Provide resources and information--publications and curriculum materialscurriculum materials

Why Service-Learning in Teacher Education?Why Service-Learning in Teacher Education?

PedagogyPedagogyTo prepare teacher educator candidates and their future students to To prepare teacher educator candidates and their future students to use Service-Learning as a pedagogy that enhances personal, social, use Service-Learning as a pedagogy that enhances personal, social, and moral developmentand moral development

School ImprovementSchool ImprovementTo familiarize teacher candidates with educational reform initiatives To familiarize teacher candidates with educational reform initiatives and achieve education standards.and achieve education standards.

Community EngagementCommunity EngagementTo promote civic responsibility and preparation for active, democraticTo promote civic responsibility and preparation for active, democraticcitizenship by addressing community needs including social, political, citizenship by addressing community needs including social, political, and economic issues.and economic issues.

Goals Of The CenterGoals Of The CenterTo create a vital, sustainable, and reflective organization that will…To create a vital, sustainable, and reflective organization that will…

Goal I.Goal I. Improve the quality of teaching and learning by preparing Improve the quality of teaching and learning by preparing teachers and school leaders to use effective service-teachers and school leaders to use effective service-learning methodologies.learning methodologies.

Goal II.Goal II. Promote excellence in Service-Learning by supporting, Promote excellence in Service-Learning by supporting, conducting, and disseminating current and future research conducting, and disseminating current and future research on Service-Learning in teacher education.on Service-Learning in teacher education.

Goal III.Goal III. Effect active civic engagement and community Effect active civic engagement and community participation within a democratic framework through the participation within a democratic framework through the dynamics of Service-Learning .dynamics of Service-Learning .

Goal IV.Goal IV. Develop and promote policies and guidelines that Develop and promote policies and guidelines that support the implementation of effective support the implementation of effective Service-Learning in schools and colleges.Service-Learning in schools and colleges.

ActivitiesActivities

1. Professional Development 1. Professional Development And Technical AssistanceAnd Technical Assistance

2. Creation, Collection 2. Creation, Collection And Dissemination And Dissemination Of Information And Of Information And ResourcesResources

3. Collaborations 3. Collaborations And PartnershipsAnd Partnerships

4. Research And 4. Research And EvaluationEvaluation

http://www.clemson.edu/icslte/http://www.clemson.edu/icslte/

**

Status of S-L in Teacher EducationStatus of S-L in Teacher Education — Joseph Erickson — Joseph Erickson

AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION (AACTE)AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION (AACTE)SERVICE-LEARNING IN TEACHER EDUCATION SURVEYSERVICE-LEARNING IN TEACHER EDUCATION SURVEY

PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCES

Item 14. Is service-learning (S-L) included in your teacher education (TE) program?

No41%

Yes59%

AMERICAN ASSOCIATION OF COLLEGES FOR AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION (AACTE)TEACHER EDUCATION (AACTE)SERVICE-LEARNING IN TEACHER EDUCATION SURVEYSERVICE-LEARNING IN TEACHER EDUCATION SURVEY

PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCES

Item 15. Does your teacher education program prepare preservice teachers to use service-learning as a pedagogy with their future P-12 students?

Yes37%

No63%


PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCESItem 16. If you include S-L in your TE Program, which classes include S-L?

(Continued…)5%

15%

12%

20%

19%

12%

8%

21%

22%

0% 5% 10% 15% 20% 25%

Intro to Teaching

Fdn. Of Educ.

Growth and Dev't

Educ. Psych.

Soc. Studies Methods

Lang. Arts Methods

Math. Methods

Sci. Methods

Multicultural Educ.


PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCESItem 16. If you include S-L in your TE Program, which classes include S-L?

25%

15%

86%

23%

32%

4%

18%

0% 25% 50% 75% 100%

Eval. And Assessment

Spec. Educ.

Teaching Engl. as aSecond Lang.Practice or Field Exper.

Student Teaching

Co-Curricula

Other


PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCESItem 17. Which of the following experiences and methods are included in your program?

3%

5%

18%

20%

23%

25%

31%

31%

50%

0% 10% 20% 30% 40% 50%

Students perform service in a school-basedprogram

Students perform service in a non-schoolprogram

Lecture/discussion of S-L goals andmethods

Readings on Service-Learning

Students may use S-L as a pedagogy duringstudent teaching

Students work with an experienced P-12teacher and students to implement a S-Lproject

Students develop a S-L lesson plan

Other

All students are required to use S-L as apedagogy during student teaching


PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCESItem 18. Approximately what percentage of the preservice teachers in your institution experience service-learning as a part of their required coursework?

None23%

1 to 3226%33 to 66

12%

67 to 9915%

All24%


PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCESItem 19. Approximately what percentage of full-time, teacher education, tenure-track faculty in your institution include service-learning in a class they teach?

None19%

1 to 3251%

33 to 6617%

67 to 999%

All4%


PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCESItem 20. Which of the following statements most accurately describe the degree to which S-L is currently a part of your institution’s TE program?

26% a. Service-learning is not a regular part of our teacher education program.

22% b. Service-learning is not a regular part of our teacher education program but some faculty mention it in their courses and a few occasionally assign service-learning readings.

28% c. Service-learning is recognized as a promising approach to teaching that supports the mission of our teacher education program and some faculty use it in their courses but preservice teachers are not taught how to use it as a pedagogy for P-12 students.

(Continued…)


PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCESItem 20. Which of the following statements most accurately describe the degree to which S-L is currently a part of your institution’s TE program?

19% d. Service-learning is recognized as an approach to teaching that supports the mission of our teacher education program. Key faculty use service-learning in their courses and preservice teachers are taught the pedagogy and encouraged to use it in their P-12 practicum experiences and/or student teaching.

4% e. Service-learning is strongly integrated in the core courses of our teacher education program. All preservice teachers are taught service-learning pedagogy and expected to develop and teach a service-learning activity in their P-12 practicum experiences and/or student teaching. Our School/College/Department of Education provides infrastructure support for service-learning and works hard to secure classroom placements with teachers supportive of service-learning.


D23-Does SCDE have a S-L staff person (Y/N)?D23-Does SCDE have a S-L staff person (Y/N)?

Yes33%No67%


**

D28-S-L mentioned in criteria for D28-S-L mentioned in criteria for tenure and promotion (Y/N)?tenure and promotion (Y/N)?

No82%Yes18%

Institutionalization of Service-Learning Institutionalization of Service-Learning in Teacher Education — in Teacher Education — Jane CallahanJane Callahan

Foundational Institutionalization StudiesFoundational Institutionalization Studies

Billig (2000, 2002)Billig (2000, 2002) Holland (1997, 2000)Holland (1997, 2000) Furco (1999)Furco (1999)

Michigan StudyMichigan Study

Three year Corporation for National Three year Corporation for National Service Higher Ed grantService Higher Ed grant

Integrated service-learning into Teacher Integrated service-learning into Teacher Education in four state institutionsEducation in four state institutions

Faculty Fellow model of training and Faculty Fellow model of training and technical assistancetechnical assistance

ConclusionsConclusions

Committed and experienced leaderCommitted and experienced leader Perceived compatibility with program goalsPerceived compatibility with program goals Perceived value to faculty Perceived value to faculty Administrator support was not a Administrator support was not a

determining factordetermining factor Program approval issues not importantProgram approval issues not important

NSLTEP StudyNSLTEP Study

Examined process and critical factorsExamined process and critical factors Developed matrix specific to teacher Developed matrix specific to teacher

educationeducation Five institutions examinedFive institutions examined

ConclusionsConclusions

Strong, committed service-learning championStrong, committed service-learning champion Match with vision and goals of institution and programMatch with vision and goals of institution and program Training for administrators and facultyTraining for administrators and faculty S-L noted as criteria for new hiresS-L noted as criteria for new hires Campus S-L center provides support and resourcesCampus S-L center provides support and resources Cultivation of long-term partnerships with schools and Cultivation of long-term partnerships with schools and

agenciesagencies Dependence on context of institution and programDependence on context of institution and program

Future Directions for ResearchFuture Directions for Research

**

Is there a difference in integration Is there a difference in integration between public and private institutions?between public and private institutions?

What kind of approaches work at different What kind of approaches work at different types of institutions?types of institutions?

If the mission of the institution is not If the mission of the institution is not strongly related to service, what strongly related to service, what approaches might work in integration?approaches might work in integration?

Impacts of Service-Learning on Impacts of Service-Learning on Preservice Teachers — Susan RootPreservice Teachers — Susan Root

Study OneStudy One

1)1) To examine the effects of service-learning in To examine the effects of service-learning in teacher education on the development of teacher education on the development of important dispositions of teachers, e.g., teaching important dispositions of teachers, e.g., teaching efficacy, attitudes toward diversity, commitment efficacy, attitudes toward diversity, commitment to teaching.to teaching.

2)2) To assess the moderating effects of To assess the moderating effects of characteristics of preservice teachers and the characteristics of preservice teachers and the service-learning experience on these outcomesservice-learning experience on these outcomes

Purpose:

MethodologyMethodology

Participants=442 Education students in service-Participants=442 Education students in service-learning courses in 9 teacher education programs.learning courses in 9 teacher education programs.

Participating faculty nominated by NSLTEP directors. Participating faculty nominated by NSLTEP directors. Faculty members administered pre and post surveys Faculty members administered pre and post surveys

in 1999-2000 and completed an interview about their in 1999-2000 and completed an interview about their service-learning courses.service-learning courses.

ResultsResults

Preservice teachers showed Preservice teachers showed significant increases in:significant increases in:

Attitudes toward diversity;Attitudes toward diversity; Desire to teach because of Desire to teach because of

teachers’ ability to bring about teachers’ ability to bring about social change; andsocial change; and

Intent to use service-learning in Intent to use service-learning in their own teachingtheir own teaching

Moderating VariablesModerating Variables

Characteristics of the service-learning experienceCharacteristics of the service-learning experience::1)1) Quality ExperienceQuality Experience-Students who had a higher quality -Students who had a higher quality

experience made greater gains in commitment to experience made greater gains in commitment to teaching.teaching.

2)2) Instructional supportInstructional support-Students who reported greater -Students who reported greater support were more likely to show gains in teaching support were more likely to show gains in teaching efficacy, and positive attitudes toward diversity.efficacy, and positive attitudes toward diversity.

3)3) Opportunity to plan and/or implement a service-learning Opportunity to plan and/or implement a service-learning project in a P-12 classroomproject in a P-12 classroom-Students who had opportunity -Students who had opportunity showed greater increases in intent to use service-learning showed greater increases in intent to use service-learning in own teaching and attitudes toward diversity.in own teaching and attitudes toward diversity.

Limitations of the study Limitations of the study

Participating classes included both Participating classes included both those in which service was included to those in which service was included to strengthen important characteristics in strengthen important characteristics in future teachers (knowledge and future teachers (knowledge and dispositions) and courses in which dispositions) and courses in which students learned about and practiced students learned about and practiced service-learning as a pedagogy. service-learning as a pedagogy.

Current studiesCurrent studies

Study #1-Examined Study #1-Examined courses in which courses in which service-leaning was service-leaning was used to strengthen used to strengthen future teachers’ future teachers’ ethic of care..ethic of care..

Study #2-Study of Study #2-Study of courses in which courses in which preservice teachers preservice teachers learn and practice the learn and practice the pedagogy of service-pedagogy of service-learning on beliefs learning on beliefs about teaching and about teaching and learning. learning.

Future teachers who learned the pedagogy of service-learning Future teachers who learned the pedagogy of service-learning showed:showed:– Increased sophistication about one epistemological belief- Increased sophistication about one epistemological belief-

the idea that knowledge is evolving rather than fixed.the idea that knowledge is evolving rather than fixed.– An increased tendency to endorse certain constructivist An increased tendency to endorse certain constructivist

teaching practicesteaching practices Giving students complex real-life problems to solveGiving students complex real-life problems to solve Authentic assessmentAuthentic assessment

The strongest predictor of posttest intent to use service-learning The strongest predictor of posttest intent to use service-learning was the pretest score. However, students whose beliefs about was the pretest score. However, students whose beliefs about knowledge became more sophisticated expressed a greater knowledge became more sophisticated expressed a greater intent to use service-learning. intent to use service-learning.

Study #2-ResultsStudy #2-Results

**

Wade, R., Anderson, J., Yarbough, D., Pickeral, T., Erickson, J., & Wade, R., Anderson, J., Yarbough, D., Pickeral, T., Erickson, J., & Kromer, T. (1999). Novice teachers’ experiences of community Kromer, T. (1999). Novice teachers’ experiences of community service learning. service learning. Teaching and Teacher Education, 15,Teaching and Teacher Education, 15, 667-684. 667-684.

344 graduates of 4 teacher education programs which had 344 graduates of 4 teacher education programs which had included preparation in the use of SL as a pedagogyincluded preparation in the use of SL as a pedagogy

30% implemented SL during first three years of teaching30% implemented SL during first three years of teaching

Ranged from 18% at Site A to 52% at Site DRanged from 18% at Site A to 52% at Site D

Impacts on Practice: Impacts on Practice: Use of S-L in Teaching — Jeffrey AndersonUse of S-L in Teaching — Jeffrey Anderson

Strengths of S-L ProjectsStrengths of S-L Projects

Expressed Learning and Service GoalsExpressed Learning and Service Goals

Curriculum IntegrationCurriculum Integration

CollaborationCollaboration

Student OwnershipStudent Ownership

Limitations of S-L ProjectsLimitations of S-L Projects

Little AssessmentLittle Assessment

Shallow ReflectionShallow Reflection

Limited Amount of ServiceLimited Amount of Service

Predictors of S-L UsePredictors of S-L Use Responsibility for implementing a S-L project during Responsibility for implementing a S-L project during

teacher preparation in which teacher candidates had teacher preparation in which teacher candidates had significant ownershipsignificant ownership

Positive evaluation of college SL experiencePositive evaluation of college SL experience

Class size in current schoolClass size in current school

Length of time in teachingLength of time in teaching

S-L program in current school and funding availableS-L program in current school and funding available

Recommendations for Teacher EducatorsRecommendations for Teacher Educators

Provide multiple S-L experiencesProvide multiple S-L experiences

S-L experiences should include meaningful, S-L experiences should include meaningful, enjoyable service, and frequent opportunities for enjoyable service, and frequent opportunities for different types of reflectiondifferent types of reflection

Help teacher candidates develop simple, low-Help teacher candidates develop simple, low-cost S-L projectscost S-L projects

Emphasize reflection and assessment strategiesEmphasize reflection and assessment strategies

Work with K-12 schools to help develop Work with K-12 schools to help develop comprehensive S-L programscomprehensive S-L programs

Suggestions for Future ResearchSuggestions for Future Research

Examine the influence of different types of preservice Examine the influence of different types of preservice preparation (coursework, community placements, S-L in preparation (coursework, community placements, S-L in student teaching) on beginning teachers’ practicesstudent teaching) on beginning teachers’ practices

Examine the effects of specific school-based factors Examine the effects of specific school-based factors (funding, S-L coordinator, school-wide S-L program) on (funding, S-L coordinator, school-wide S-L program) on beginning teachers’ practicesbeginning teachers’ practices

Study preservice and inservice S-L preparation to Study preservice and inservice S-L preparation to determine what should be included in eachdetermine what should be included in each

**

Research on Service-Learning in Teacher Research on Service-Learning in Teacher Education: Key Issues and ThemesEducation: Key Issues and Themes

http://web.augsburg.edu/education/islrc2004/index.htmlhttp://web.augsburg.edu/education/islrc2004/index.html

http://www.clemson.edu/icslte/http://www.clemson.edu/icslte/

For more information, slides, handouts, For more information, slides, handouts, and links:and links:

research on service-learning in teacher education: key issues and themes

Documents

teacher candidates

teacher educatorsconduct

teacher educationcompact

education standards

teacher educator candidates

dynamics of service

use of s

clemson universitystatus