Support for K-12 Service-Learning Practice: A Brief Review of the Research
Support for K-12 Service-Learning Practice: A Brief Review of the Research
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支持 K-12 服务学习实践：研究简要回顾
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Shelley H. Billig
中科院分区：
文献类型：
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作者：
Shelley H. Billig
每年，越来越多的K-12学校和学区正在将服务学习作为一种教育改革战略，以帮助学生实现重要的教育目标。国家教育统计中心估计，服务性学习正在实践中。超过三分之一的美国公立学校和大约一半的公立高中。1 1999年全国学生服务学习和社区服务调查发现，服务学习的参与率随着年级的增长而逐渐增加。2服务学习的实践热情在某个时候达到了埃文盖尔的比例。然而，就其性质而言，服务学习的实践差异很大，即使是热心的实践者也不总是清楚教育学的本质，甚至他们是在实施服务学习还是社区服务。3在本文中，将提出研究，阐明服务学习的含义，实践者参与服务学习的原因，参与高质量服务学习项目所报告的学生和学校影响，以及最大化影响的潜在方法。
Each year, more K-12 schools and districts are adopting serVice-learning as an educational reform strategy to help students achieve :important educational goals. The National Center for Education Statistics estimates that service-learning is being practiced in. more than one-third of all public schools in the United States and in about half of all public high schools. 1 The 1999 National Student .Service-Learning and Community Service Survey founq that rates of participation in service-leammg progressively increase across grade levels .2 Passion for the practice of service-learning sometim~s reaches evan_gelical proportions. However, by its nature, the practice · of service-learning varies widely, and even ardent practitioners are not always clear about the essence of the pedagogy or even whether they are implementing service-learning or community .service.3 In this article, research will be presented that clarifies the meaning of service-learning, why practitioners participate in service-learning, the student and school impacts reported as a result of participating in high-quality service-learning progiams, and potential ways to maximize impacts.