Intergenerational Service-Learning: A Review of Recent Literature and Directions for the Future

Autor/inn/en	Roodin, Paul; Brown, Laura Hess; Shedlock, Dorothy
Titel	Intergenerational Service-Learning: A Review of Recent Literature and Directions for the Future
Quelle	In: Gerontology & Geriatrics Education, 34 (2013) 1, S.3-25 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1960
DOI	10.1080/02701960.2012.755624
Schlagwörter	Service Learning; Gerontology; College Curriculum; Student Attitudes; Teacher Attitudes; Older Adults; Cooperation; Intergenerational Programs; Program Effectiveness; School Community Relationship; Evaluation Methods; College Faculty; Teacher Participation; Faculty Workload; Time Management; Rewards; Faculty Development; Research Needs; Stakeholders + Suchen Sie Ihr Suchwort? Service-Learning; Gerontologie; Schülerverhalten; Lehrerverhalten; Älterer Erwachsener; Co-operation; Kooperation; Fakultät; Zeitmanagement; Reward; Belohnung; Forschungsbedarf
Abstract	This review examines recent studies that have addressed outcomes of intergenerational service-learning courses in gerontology. The history of service-learning pedagogy in higher education and its place in today's colleges is also reviewed. Particular attention is given to evaluations of stakeholders: students, older adult participants, agencies and staff, faculty, community residents, colleges, and the community itself. The need for adopting research designs that permit clear conclusions and for utilizing assessments that have psychometrically sound foundations is important in future studies to permit unambiguous comparisons from study to study. The value of the pedagogy for students in particular has been documented over a number of years. Equally important is today's need to assess the impact of the pedagogy on the community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10