Transcript PowerPoint Presentation - ISLRC 2004 Panel Presentation

Research on Service-Learning in Teacher
Education: Key Issues and Themes
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Presentation Order:
Overview of the International Center for S-L in Teacher Education at
Clemson and its Predecessors — Nancy Dunlap, Clemson
University
Status of S-L in Teacher Education — Joseph Erickson, Augsburg
College
Institutionalization of S-L in Teacher Education — Jane Callahan,
Providence College
Impacts of S-L on Preservice Teachers — Susan Root, RMC
Research Corp.
Impacts on Practice: Use of S-L in Teaching — Jeffrey Anderson,
Seattle University
http://web.augsburg.edu/education/islrc2004/index.html
International Center for
Service-Learning in
Teacher Education —
Nancy Dunlap
Eugene T. Moore School of Education
Clemson University
Founding Organizations
National Service-Learning in Teacher Education Partnership
American Association of Colleges of Teacher Education
Compact for Learning and Citizenship
Education Commission of the States
National Youth Leadership Council
SC Department of Education
Campus Compact
RMC Research Corp.
Clemson University
College of Health, Education, and Human Development
Eugene T. Moore School of Education
National Dropout Prevention Center
NSLTEP
The ICSLTE grew from the NSLTEP organization.
National Service-Learning in Teacher Education Partnership
History
Purpose
History
 NSLTEP founded in 1997 with 6
regional partners and funding
from CNS
 2000 NSLTEP joined with AACTE’s
CNS-funded SLATE project
 2003 NSLTEP evolved into the
ICSLTE
Purposes of NSLTEP
 Provide technical assistance and consulting support
to teacher educators
 Conduct and disseminate research
 Complete policy studies that examine S-L with key
issues (diversity, character ed, citizenship ed, civic
engagement)
 Conduct a national Institute on S-L in Teacher
Education
 Provide resources and information--publications and
curriculum materials
Why Service-Learning in Teacher Education?
Pedagogy
To prepare teacher educator candidates and their future students to
use Service-Learning as a pedagogy that enhances personal, social,
and moral development
School Improvement
To familiarize teacher candidates with educational reform initiatives and
achieve education standards.
Community Engagement
To promote civic responsibility and preparation for active, democratic
citizenship by addressing community needs including social, political,
and economic issues.
Goals Of The Center
To create a vital, sustainable, and reflective organization that will…
Goal I.
Goal II.
Goal III.
Goal IV.
Improve the quality of teaching and learning by preparing
teachers and school leaders to use effective servicelearning methodologies.
Promote excellence in Service-Learning by supporting,
conducting, and disseminating current and future research
on Service-Learning in teacher education.
Effect active civic engagement and community
participation within a democratic framework through the
dynamics of Service-Learning .
Develop and promote policies and guidelines that
support the implementation of effective
Service-Learning in schools and colleges.
Activities
1. Professional Development
And Technical Assistance
2. Creation, Collection
And Dissemination
Of Information And
Resources
3. Collaborations
And Partnerships
4. Research And
Evaluation
http://www.clemson.edu/icslte/
Status of S-L in Teacher Education — Joseph Erickson
AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION (AACTE)
SERVICE-LEARNING IN TEACHER EDUCATION SURVEY
PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCES
Item 14. Is service-learning (S-L) included in your
teacher education (TE) program?
No
41%
Yes
59%
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION (AACTE)
SERVICE-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?
Yes
37%
No
63%
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION (AACTE)
SERVICE-LEARNING IN TEACHER EDUCATION SURVEY
PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCES
Item 16. If you include S-L in your TE Program, which classes include S-L?
22%
21%
Intro to Teaching
Fdn. Of Educ.
Grow th and Dev't
Educ. Psych.
Soc. Studies Methods
Lang. Arts Methods
Math. Methods
Sci. Methods
Multicultural Educ.
8%
12%
19%
20%
12%
15%
5%
(Continued…)
0%
5%
10%
15%
20%
25%
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION (AACTE)
SERVICE-LEARNING IN TEACHER EDUCATION SURVEY
PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCES
Item 16. If you include S-L in your TE Program, which classes include S-L?
Eval. And Assessment
18%
Spec. Educ.
4%
Teaching Engl. as a
Second Lang.
Practice or Field Exper.
32%
23%
86%
15%
Student Teaching
Co-Curricula
25%
Other
0%
25%
50%
75%
100%
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION (AACTE)
SERVICE-LEARNING IN TEACHER EDUCATION SURVEY
PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCES
Item 17. Which of the following experiences and methods are included in your program?
Students perform serv ice in a school-based
program
50%
31%
Students perform serv ice in a non-school
program
31%
Lecture/discussion of S-L goals and
methods
Readings on Serv ice-Learning
25%
Students may use S-L as a pedagogy during
student teaching
23%
Students w ork w ith an experienced P-12
teacher and students to implement a S-L
proj ect
20%
18%
Students dev elop a S-L lesson plan
5%
Other
3%
All students are required to use S-L as a
pedagogy during student teaching
0%
10%
20%
30%
40%
50%
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION (AACTE)
SERVICE-LEARNING IN TEACHER EDUCATION SURVEY
PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCES
Item 18. Approximately what percentage of the preservice teachers in your
institution experience service-learning as a part of their required coursework?
None
23%
All
24%
67 to 99
15%
33 to 66
12%
1 to 32
26%
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION (AACTE)
SERVICE-LEARNING IN TEACHER EDUCATION SURVEY
PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCES
Item 19. Approximately what percentage of full-time, teacher education, tenuretrack faculty in your institution include service-learning in a class they teach?
67 to 99
9%
All
4%
None
19%
33 to 66
17%
1 to 32
51%
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION (AACTE)
SERVICE-LEARNING IN TEACHER EDUCATION SURVEY
PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCES
Item 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…)
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION (AACTE)
SERVICE-LEARNING IN TEACHER EDUCATION SURVEY
PRESERVICE TEACHER SERVICE-LEARNING EXPERIENCES
Item 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 servicelearning pedagogy and expected to develop and teach a servicelearning 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.
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION (AACTE)
SERVICE-LEARNING IN TEACHER EDUCATION SURVEY
D23-Does SCDE have a S-L staff person (Y/N)?
Yes
33%
No
67%
AMERICAN ASSOCIATION OF COLLEGES FOR
TEACHER EDUCATION (AACTE)
SERVICE-LEARNING IN TEACHER EDUCATION SURVEY
D28-S-L mentioned in criteria for
tenure and promotion (Y/N)?
Yes
18%
No
82%
Institutionalization of Service-Learning
in Teacher Education — Jane Callahan
Foundational Institutionalization Studies
 Billig (2000, 2002)
 Holland (1997, 2000)
 Furco (1999)
Michigan Study
Three year Corporation for National
Service Higher Ed grant
 Integrated service-learning into Teacher
Education in four state institutions
 Faculty Fellow model of training and
technical assistance
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Conclusions
Committed and experienced leader
 Perceived compatibility with program goals
 Perceived value to faculty
 Administrator support was not a
determining factor
 Program approval issues not important
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NSLTEP Study
Examined process and critical factors
 Developed matrix specific to teacher
education
 Five institutions examined
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Conclusions
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Strong, committed service-learning champion
Match with vision and goals of institution and program
Training for administrators and faculty
S-L noted as criteria for new hires
Campus S-L center provides support and resources
Cultivation of long-term partnerships with schools and
agencies
Dependence on context of institution and program
Future Directions for Research
 Is there a difference in integration
between public and private institutions?
 What kind of approaches work at different
types of institutions?
 If the mission of the institution is not
strongly related to service, what
approaches might work in integration?
Impacts of Service-Learning on
Preservice Teachers — Susan Root
Study One
Purpose:
1) To examine the effects of service-learning in
teacher education on the development of
important dispositions of teachers, e.g., teaching
efficacy, attitudes toward diversity, commitment
to teaching.
2) To assess the moderating effects of
characteristics of preservice teachers and the
service-learning experience on these outcomes
Methodology
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Participants=442 Education students in servicelearning courses in 9 teacher education programs.
Participating faculty nominated by NSLTEP directors.
Faculty members administered pre and post surveys
in 1999-2000 and completed an interview about their
service-learning courses.
Results
Preservice teachers showed
significant increases in:
 Attitudes toward diversity;
 Desire to teach because of
teachers’ ability to bring about
social change; and
 Intent to use service-learning in
their own teaching
Moderating Variables
Characteristics of the service-learning experience:
1)
2)
3)
Quality Experience-Students who had a higher quality
experience made greater gains in commitment to
teaching.
Instructional support-Students who reported greater
support were more likely to show gains in teaching
efficacy, and positive attitudes toward diversity.
Opportunity to plan and/or implement a service-learning
project in a P-12 classroom-Students who had opportunity
showed greater increases in intent to use service-learning
in own teaching and attitudes toward diversity.
Limitations of the study
Participating classes included both
those in which service was included to
strengthen important characteristics in
future teachers (knowledge and
dispositions) and courses in which
students learned about and practiced
service-learning as a pedagogy.
Current studies
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Study #1-Examined
courses in which
service-leaning was
used to strengthen
future teachers’
ethic of care..
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Study #2-Study of
courses in which
preservice teachers
learn and practice the
pedagogy of servicelearning on beliefs
about teaching and
learning.
Study #2-Results
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Future teachers who learned the pedagogy of service-learning
showed:
– Increased sophistication about one epistemological beliefthe idea that knowledge is evolving rather than fixed.
– An increased tendency to endorse certain constructivist
teaching practices
 Giving students complex real-life problems to solve
 Authentic assessment
The strongest predictor of posttest intent to use service-learning
was the pretest score. However, students whose beliefs about
knowledge became more sophisticated expressed a greater
intent to use service-learning.
Impacts on Practice:
Use of S-L in Teaching — Jeffrey Anderson
Wade, R., Anderson, J., Yarbough, D., Pickeral, T., Erickson, J., &
Kromer, T. (1999). Novice teachers’ experiences of community service
learning. Teaching and Teacher Education, 15, 667-684.
 344 graduates of 4 teacher education programs which had
included preparation in the use of SL as a pedagogy
 30% implemented SL during first three years of teaching
 Ranged from 18% at Site A to 52% at Site D
Strengths of S-L Projects
 Expressed Learning and Service Goals
 Curriculum Integration
 Collaboration
 Student Ownership
Limitations of S-L Projects
Little Assessment
Shallow Reflection
Limited Amount of Service
Predictors of S-L Use
 Responsibility for implementing a S-L project during
teacher preparation in which teacher candidates had
significant ownership
 Positive evaluation of college SL experience
 Class size in current school
 Length of time in teaching
 S-L program in current school and funding available
Recommendations for Teacher Educators
 Provide multiple S-L experiences
 S-L experiences should include meaningful,
enjoyable service, and frequent opportunities for
different types of reflection
 Help teacher candidates develop simple, lowcost S-L projects
 Emphasize reflection and assessment strategies
 Work with K-12 schools to help develop
comprehensive S-L programs
Suggestions for Future Research
 Examine the influence of different types of preservice
preparation (coursework, community placements, S-L in
student teaching) on beginning teachers’ practices
 Examine the effects of specific school-based factors
(funding, S-L coordinator, school-wide S-L program) on
beginning teachers’ practices
 Study preservice and inservice S-L preparation to
determine what should be included in each
Research on Service-Learning in Teacher
Education: Key Issues and Themes
For more information, slides, handouts,
and links:
http://www.clemson.edu/icslte/
http://web.augsburg.edu/education/islrc2004/index.html