Service-Learning by Timothy Stanton
"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.
"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)
"For those interested in service-learning--whether as a novice orexperienced faculty practitioner, as a scholar of higher educationor social movements, as a student, as a community partner, or as aninterested observer--this book is a must read." (Michigan Journalof Community Service Learning)
"This is an engrossing story of pedagogical pioneers who sought, indifferent ways, to link their passions for service to society, forsocial justice, and for democracy, with their deep commitments toundergraduate learning. The story is so captivating because it isprimarily told in the words of the women and men who shaped thepedagogy of service-learning." (Thomas Ehrlich, DistinguishedUniversity Scholar, California State University, and seniorscholar, Carnegie Foundation for the Advancement of Teaching)
"When three of today's most important voices in service-learningconduct oral histories with the movement's pioneers and founders,the dialogue creates a rich historical tapestry of inspiration,warning, encouragement, and understanding with immediateconsequence for the place of students in American higher educationand the role of higher education in the American community."(Jeremy Cohen, dean, College of Communications, The PennsylvaniaState University)
"This book presents a vivid picture of the role of radical politicsin the emergence of service-learning, the early tension betweenstudent and community development, and the pioneers' sometimesanti-establishment orientations toward universities. The authorsprovide a historical context that greatly enriches ourunderstanding of service-learning in its contemporary forms, whichbecomes ever more important as the enthusiasm for this approach toeducation grows." (Anne Colby, senior scholar, Carnegie Foundationfor the Advancement of Teaching)
"For those interested in service-learning--whether as a novice orexperienced faculty practitioner, as a scholar of higher educationor social movements, as a student, as a community partner, or as aninterested observer--this book is a must read." (Michigan Journalof Community Service Learning)
"This is an engrossing story of pedagogical pioneers who sought, indifferent ways, to link their passions for service to society, forsocial justice, and for democracy, with their deep commitments toundergraduate learning. The story is so captivating because it isprimarily told in the words of the women and men who shaped thepedagogy of service-learning." (Thomas Ehrlich, DistinguishedUniversity Scholar, California State University, and seniorscholar, Carnegie Foundation for the Advancement of Teaching)
"When three of today's most important voices in service-learningconduct oral histories with the movement's pioneers and founders,the dialogue creates a rich historical tapestry of inspiration,warning, encouragement, and understanding with immediateconsequence for the place of students in American higher educationand the role of higher education in the American community."(Jeremy Cohen, dean, College of Communications, The PennsylvaniaState University)
"This book presents a vivid picture of the role of radical politicsin the emergence of service-learning, the early tension betweenstudent and community development, and the pioneers' sometimesanti-establishment orientations toward universities. The authorsprovide a historical context that greatly enriches ourunderstanding of service-learning in its contemporary forms, whichbecomes ever more important as the enthusiasm for this approach toeducation grows." (Anne Colby, senior scholar, Carnegie Foundationfor the Advancement of Teaching)
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.
| SKU | Nicht verfügbar |
| ISBN 13 | 9780787943172 |
| ISBN 10 | 0787943177 |
| Titel | Service-Learning |
| Autor | Timothy Stanton |
| Buchzustand | Nicht verfügbar |
| Bindungsart | Paperback |
| Verlag | Jossey-Bass |
| Erscheinungsjahr | 1999-01-29 |
| Seitenanzahl | 304 |
| Hinweis auf dem Einband | Die Abbildung des Buches dient nur Illustrationszwecken, die tatsächliche Bindung, das Cover und die Auflage können sich davon unterscheiden. |
| Hinweis | Nicht verfügbar |