Service-Learning: A Movement's Pioneers Reflect on Its Origins, Practice, and Future

Portada
Wiley, 1999 M01 29 - 272 páginas
"A frank, thorough history and review of service-learning....Service-Learning is a critical piece of the large service-learningmovement. It is an ideal guide for new service-learningprofessionals, faculty members, academic or service administrators,and hopefully, public policymakers."

--Pade Informer

In this fascinating collection of stories, leaders inservice-learning describe their early efforts to combine educationwith social action. Their reflections help construct a pedagogy ofservice-learning that will inspire newcomers and guide programdevelopment. The authors assess pioneering experiences andrecommAnd steps for future policy and practice, emphasizing thecritical need to preserve an activist commitment as programs becomeincreasingly institutionalized. This highly readable book willassist academic leaders, faculty members, student servicesprofessionals, educational researchers, adult educators, and publicpolicymakers who seek a common understanding of the origins,purposes, and objectives of this vital learning initiative.

Dentro del libro

Contenido

Helping a New Field Discover Its History
1
Early Connections Between Service
12
Personal Accounts
33
Derechos de autor

Otras 9 secciones no mostradas

Términos y frases comunes

Acerca del autor (1999)

TIMOTHY K. STANTON is director of the Haas Center for Public Service at Stanford University. DWIGHT E. GILES, JR. is professor of the practice of human and organizational development at Vanderbilt University. NADINNE I. CRUZ is associate director of the Haas Center for Public Service at Stanford University.

Información bibliográfica