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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
How School Size, Community Size, School Location, and Socioeconomic Composition Affect Service-Learning Programs from the Perspective of Service-Learn

How School Size, Community Size, School Location, and Socioeconomic Composition Affect Service-Learning Programs from the Perspective of Service-Learn

Lightcap, Richard J.

Paperback

General Education

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ISBN10: 1243548487
ISBN13: 9781243548481
Publisher: Proquest Umi Dissertation Pub
Pages: 314
Weight: 1.24
Height: 0.66 Width: 7.44 Depth: 9.69
Language: English
This study aimed to identify relationships between and among school size, community size, school location, socioeconomic (S.E.S.) composition, and the diversity of service-learning programs nationwide; and whether differences in size, location, and S.E.S. composition are related to school support, student development, school decisions about the service-learning program, coordinator perceptions of service-learning program success and program characteristics. A descriptive survey design methodology using both quantitative and qualitative methods was employed. A total of 329 service-learning coordinators were sampled nationwide using a survey which had been piloted in 2002. The final survey consisted of six sections with all questions related to eight research questions. It concluded with a request for interviews that yielded additional qualitative data on individual service-learning coordinator's perceptions of their programs. The majority of survey respondents were teachers, individuals who had been coordinating service-learning activities for more than five years, coordinating in mixed S.E.S., urban programs of more than 100 students, in schools of more than loon students. The study's findings included agreement among responding coordinators that all program stakeholders (students, parents, faculty, administration, and community participants) were involved in the program's support, implementation, planning and decision making; and that the service-learning programs positively influenced students' development with respect to their academic achievement and community problem-solving skills. Further findings included indecision concerning how much the programs influenced school decisions, but strong agreement on the perceived success of their programs for the students, school and community. Coordinators noted some interesting program characteristics such as students evenly representing or paralleling the ethnic breakdown of their schools. In addition, coordinators do not necessarily believe that the multiple roles they may have in the program, the school, and the community have much effect on the success of the program, but do believe that the amount of experience they bring to a service-learning program can make a difference. Most responding coordinators believed a workable solution to their program difficulties was statewide mandatory service. This would eliminate concerns of funding, scheduling, finding resources, meeting curricular standards, getting all stakeholders on board, and running this specific after-school activity.

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