Literaturnachweis - Detailanzeige
| Autor/in | Strage, Amy |
|---|---|
| Titel | Long-Term Academic Benefits of Service-Learning: When and Where do They Manifest Themselves? |
| Quelle | In: College Student Journal, 38 (2004) 2, S.257 (5 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0146-3934 |
| Schlagwörter | Educational Benefits; College Students; Academic Records; Statistical Significance; Service Learning; Child Development; Introductory Courses; Academic Achievement |
| Abstract | During the last several years, researchers have been garnering evidence concerning the benefits of service-learning, and urging its inclusion in the curricular mainstream. This study presents evidence that college students manifest long-lasting, if modest, academic benefits from participating in service-learning. The academic records of 477 students who completed an Introductory Child Development lecture course with or without a service-learning requirement were examined, to compare grades earned by the "service-learning" and the "non-service-learning" students in four kinds of upper division courses. Results of ANOVAS yielded differences in student performance consistently favoring the "service-learning" students, although they failed to reach conventional levels of statistical significance. Directions for future research as well as concerns about the more widespread infusion of service-learning are discussed. (ERIC). |
| Anmerkungen | Project Innovation, Inc., P.O. Box 8508, Spring Hill Station, Mobile, AL 36689-0508. Web site: http://journals825.home.mindspring.com/csj/html. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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