Exploring Elementary Student Perceptions of Experiential Learning within Critical Service-Learning

Autor/in	Gartland, Sara
Titel	Exploring Elementary Student Perceptions of Experiential Learning within Critical Service-Learning
Quelle	In: Journal of Experiential Education, 44 (2021) 1, S.50-64 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gartland, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825920980786
Schlagwörter	Team Teaching; Grade 3; Elementary School Students; Service Learning; Experiential Learning; Disadvantaged Schools; Case Studies; Teaching Methods; Student Attitudes; School Community Relationship; Culturally Relevant Education; Faculty Development; Self Esteem; Self Efficacy; Elementary School Teachers; Researchers + Suchen Sie Ihr Suchwort? Teamteaching; School year 03; 3. Schuljahr; Schuljahr 03; Service-Learning; Experiental learning; Erfahrungsorientiertes Lernen; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Researcher; Forscher
Abstract	Background: Critical service-learning provides an opportunity for culturally sustaining and experiential learning across a variety of contexts. This study took place alongside a larger study examining the implementation of a year-long community-based critical service-learning initiative at an underresourced elementary school. While the larger study focused on the ways in which the teachers engaged with the framework, this study focuses on the students. Purpose: This study sought to explore third graders' perceptions of their participation in developing, planning, and implementing a critical service-learning project. Methodology/Approach: Fieldnotes from classroom observations, co-planning and co-teaching sessions, transcripts from student focus groups, and other lesson artifacts were analyzed qualitatively. Findings/Conclusions: A case study of two third-grade students found that amplification of student voice associated with engaging in the critical service-learning fostered a sense of community within the classroom and increased student self-efficacy. Implications: These findings add to the literature on critical service-learning in K-12 public schools while also providing impetus to continue studying student perceptions of experiential learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01