Service learning involves specific and intentional academic and learning goals that are achieved through service to a community and reflection. Often the responsibility for ensuring that service learning in schools is meaningful and successful falls to teacher leaders with little specific training on organizing such efforts. This research inquiry examined the experiences of nontraditional teacher leaders and the choices they made while designing and implementing service learning projects for their elementary students. This research also examined the setting and structures that were in place to facilitate these service learning initiatives. Data analysis found the themes of ties to the curriculum, ownership and connection, and students “shouldering the weight” to be instrumental.
","abstract_html":"<p>Service learning involves specific and intentional academic and learning goals that are achieved through service to a community and reflection. Often the responsibility for ensuring that service learning in schools is meaningful and successful falls to teacher leaders with little specific training on organizing such efforts. This research inquiry examined the experiences of nontraditional teacher leaders and the choices they made while designing and implementing service learning projects for their elementary students. This research also examined the setting and structures that were in place to facilitate these service learning initiatives. Data analysis found the themes of ties to the curriculum, ownership and connection, and students “shouldering the weight” to be instrumental.</p>","abstract_has_math":false,"creators":["Burton, Kate"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Sohyun An","Brendan Callahan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-12-15T08:00:00Z","date_published":"2022-12-15T08:00:00Z","updated_at":"2026-07-24T02:43:58Z","subjects":["service learning","elementary students","independent schools","teacher leadership","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/58","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sohyun An","Brendan Callahan"]},{"key":"dc:creator","label":"Author","values":["Burton, Kate"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-11-26T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["service learning","elementary students","independent schools","teacher leadership","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/58"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Service learning involves specific and intentional academic and learning goals that are achieved through service to a community and reflection. Often the responsibility for ensuring that service learning in schools is meaningful and successful falls to teacher leaders with little specific training on organizing such efforts. This research inquiry examined the experiences of nontraditional teacher leaders and the choices they made while designing and implementing service learning projects for their elementary students. This research also examined the setting and structures that were in place to facilitate these service learning initiatives. Data analysis found the themes of ties to the curriculum, ownership and connection, and students “shouldering the weight” to be instrumental.
"]},{"key":"dc:title","label":"Title","values":["Service Learning- It’s Elementary! Teacher initiated service learning at an independent school"]}]}],"canonical_facts":{"dc:contributor":["Sohyun An","Brendan Callahan"],"dc:creator":["Burton, Kate"],"dc:date.available":["2022-11-26T08:00:00Z"],"dc:description.abstract":["Service learning involves specific and intentional academic and learning goals that are achieved through service to a community and reflection. Often the responsibility for ensuring that service learning in schools is meaningful and successful falls to teacher leaders with little specific training on organizing such efforts. This research inquiry examined the experiences of nontraditional teacher leaders and the choices they made while designing and implementing service learning projects for their elementary students. This research also examined the setting and structures that were in place to facilitate these service learning initiatives. Data analysis found the themes of ties to the curriculum, ownership and connection, and students “shouldering the weight” to be instrumental.
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