NUMB3Rs Revisited: Long-Term Impacts of Reimagining Service Learning

Autor/inn/en	Anderson, Karen L.; Pierce, Margaret E.; McNamara, Kathleen M.
Titel	NUMB3Rs Revisited: Long-Term Impacts of Reimagining Service Learning
Quelle	In: Journal of Experiential Education, 45 (2022) 1, S.51-67 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Karen L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825920973692
Schlagwörter	Service Learning; Outcomes of Education; Teacher Education Programs; Mathematics Teachers; Instructional Effectiveness; Teacher Attitudes; Undergraduate Study + Suchen Sie Ihr Suchwort? Service-Learning; Lernleistung; Schulerfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Lehrerverhalten; Grundstudium
Abstract	Background: Despite an extensive literature-base documenting strong outcomes for undergraduates engaged in service learning, few studies have investigated whether, and to what degree, these outcomes extend beyond the semester(s) undergraduates are actually engaged in service learning. Purpose: This study addresses this gap by following up with undergraduates who participated in an innovative service-learning project as part of their teacher preparation program. Our goal was to investigate the impact their participation has on their practice as teachers of mathematics (postgraduation). Methodology/Approach: Project participants (PPs) and matched controls (MCs) were surveyed using Qualtrics, a web-based survey tool. Both quantitative and qualitative data were collected and analyzed. Findings/Conclusions: Results indicate robust differences between PPs and the MCs self-reported descriptions of their current classroom practices, with the data confirming that participation in reimagined service learning has the potential to affect undergraduates' beliefs, practices, and global mindsets postgraduation--while employed as classroom teachers of mathematics. Implications: Findings suggest that engagement in innovative service-learning projects, as part of undergraduate teacher preparation programs, has the potential to help early career teachers: transform their ideas about teaching and learning, move beyond traditional ideas of what mathematics looks like, and to embrace reform-based instructional methods. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01