Layering Small Group Dynamic and Service-Learning Pedagogies: Weaving Curricular Strategies to Strengthen Outcomes

Autor/inn/en	Gilchrist, Leigh Z.; Alexanian, Tamar Anna
Titel	Layering Small Group Dynamic and Service-Learning Pedagogies: Weaving Curricular Strategies to Strengthen Outcomes
Quelle	In: Journal of Service-Learning in Higher Education, 13 (2021), S.18-43 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-6685
Schlagwörter	Service Learning; Small Group Instruction; Higher Education; Barriers; Educational Research; Undergraduate Study; Cooperative Learning; Group Activities; Group Dynamics; Teaching Methods; Student Journals; Interpersonal Relationship; Language Usage; Cooperative Planning; Decision Making; Interpersonal Communication; Conflict + Suchen Sie Ihr Suchwort? Service-Learning; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Grundstudium; Kooperatives Lernen; Gruppenaktivität; Gruppendynamik; Teaching method; Lehrmethode; Unterrichtsmethode; Studentenzeitung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sprachgebrauch; Decision-making; Entscheidungsfindung; Interpersonale Kommunikation; Konflikt
Abstract	Service-learning literature regularly recommends small group activities as a learning tool but rarely examines the use of a broader application of a small group dynamics framework into a service-learning course. In this research, we explore the integration of small group dynamics frameworks into a service-learning classroom; this pedagogical layering enhances the desired outcomes of service-learning. This intentional layering aims to reinvigorate research and practice in the areas of curricular design, theoretical framing, and pedagogical approaches. (As Provided).
Anmerkungen	University of Louisiana System. 1201 North Third Street Suite 7-300. Baton Rouge, LA 70802. Tel: 337-482-1015; Fax: 337-482-5374; e-mail: service@louisiana.edu; Web site: http://journals.sfu.ca/jslhe/index.php/jslhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01