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(Download) "Charity and Social Change: The Impact of Individual Preferences on Service-Learning Outcomes (Report)" by Michigan Journal of Community Service Learning # Book PDF Kindle ePub Free

Charity and Social Change: The Impact of Individual Preferences on Service-Learning Outcomes (Report)

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eBook details

  • Title: Charity and Social Change: The Impact of Individual Preferences on Service-Learning Outcomes (Report)
  • Author : Michigan Journal of Community Service Learning
  • Release Date : January 22, 2008
  • Genre: Education,Books,Professional & Technical,
  • Pages : * pages
  • Size : 247 KB

Description

The growing body of research in service-learning has begun to unearth programmatic features and participant characteristics that produce positive outcomes for students, faculty, institutions, and communities. In their groundbreaking research on the impact of service-learning on student learning, Eyler and Giles (1999) found that incorporation of meaningful reflection into the service-learning was a predictor of more robust learning outcomes for students. Our own research has demonstrated the importance of well-planned and meaningful service activities, clearly tied to academic course content, in determining service-learning outcomes for college students (Furco, Moely, & Reed, 2007). In addition to programmatic features, participant characteristics may influence the extent to which service-learning produces positive outcomes. For example, Heffner and Beversluis (2002) have suggested that more positive outcomes are produced from service-learning when students have a strong religious or spiritual affinity. In their studies of motives for volunteering, Clary, Snyder, Ridge, Copeland, Stukas, Haughen, and Miene (1998) demonstrated the importance of adults' motives in determining their satisfaction with particular kinds of community service activities. Similarly, Battistoni (2002), in his analysis of the development of civic responsibility through service-learning, has identified a variety of service goals, each of which encourages in participants the development of particular skills, attitudes, behaviors, and dispositions.


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