An Assessment of the Practices And Strategies that Contribute to the Success of High School Service-Learning Programs

Service-learning is widely recognized as a form of experiential learning that positively impacts students. Studies have supported academic and inter-personal growth as a result of student involvement in an organized service-learning program. While some educators report that student participation is all that is required, this research demonstrates that the teaching practices implemented and strategies employed are the foundational elements necessary for a successful service-learning program. A successful service-learning project should be intentionally selected and developed with built-in opportunities for preparation activities prior to the service-learning event, a thoroughly planned service-learning opportunity, and planned debrief to solidify student comprehension and application of the learning. This research indicates that the success of the project hinges on this level of intentionality. This study identifies practices and strategies that contribute to the success of high-school service-learning programs, thus providing educators and service-learning practitioners with practical direction for the design and implementation of service-learning programs on the high school level.

Name thesis:degree_name

Doctor of Education in Education Administration (Ed.D.)

Level thesis:degree_level

Dissertation (open access)

Discipline thesis:degree_discipline

Department of Leadership, Technology, and Human Development

Year dc:date.available

2010

Author dc:creator

• Taylor, James E.

Contributors dc:contributor

• Stephen Jenkins
• Kymberly Harris

• ETD
• Service
• Service-learning
• Community service
• Volunteering
• Service to work
• Internship
• Applied learning
• Community enterprise
• Civic application
• Experiential learning

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/372

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-1372