The factors that influence middle-level teachers to incorporate community service-learning into the curriculum
This study examined the factors that influence middle level educators to incorporate community service-learning into the curriculum. Eleven participants, each a teacher of middle level students, were interviewed to determine the extent to which they were influenced by intended outcomes for students, the community, and themselves. Findings suggest that participants were influenced to include community service-learning in the curriculum by anticipated benefits to students and community members. Participants hoped that by engaging in community service-learning activities, their students would become better scholars, leaders, citizens, and/or people. It would seem that participants were also driven to the implementation of community service-learning programs not by empirical data, but by their own system of values. The questions regarding teacher preparation and student evaluation in community service-learning offer a direction for future research.
Andrea J Hainey-Turcotte,
"The factors that influence middle-level teachers to incorporate community service-learning into the curriculum"
Dissertations and Master's Theses (Campus Access).