A Personal Journey: Integrating Mathematics and Service Learning

2001 ◽  
Vol 6 (8) ◽  
pp. 440-446
Author(s):  
Barbara D.O Donnell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Educational Service ◽  
Service Center ◽  
Personal Journey ◽  
Educational Service Center

The NCTM's standards have affected me as a teacher in more ways than I can count. As a teacher of mathematics in the early 1990s, I realized the importance of professional development. My interest was so deep that the local educational service center trained me to teach other teachers about the Standards and their application.

scholarly journals The Young Engineers Project: One Library’s Collaboration to Foster Fun and Literacy

2015 ◽  
Vol 13 (4) ◽  
pp. 20 ◽  
Author(s):  
Shawn D. Walsh ◽  
Melanie A. Little
Keyword(s):  
Teaching And Learning ◽  
Phone Call ◽  
Educational Service ◽  
Service Center ◽  
Lake County ◽  
Educational Service Center

It started with a phone call from Jovette Hiltunen, director of Teaching and Learning at the Lake County Educational Service Center in Painesville, Ohio, in the fall of 2012, and, unfortunately, it appears to have ended when the money ran out from the grant in the summer of 2014. However, it was an amazing experience, and the kids we worked with touched our hearts. We are so proud of our young engineers.

Using High Technology to Facilitate Educational Equity in Rural Northeastern Utah Schools

1989 ◽  
Vol 9 (4) ◽  
pp. 33-36 ◽  
Author(s):  
George T. W. Miller
Keyword(s):  
School Districts ◽  
Educational Equity ◽  
Economic Resources ◽  
Educational Service ◽  
Service Center ◽  
Delivery Methods ◽  
Local School ◽  
Cooperative Effort ◽  
Educational Service Center ◽  
Alternative Delivery

The northeastern Utah Telelearning Project began in 1985. A cooperative effort by the Northeastern Utah Educational Service Center, local school districts, and the Area Vocational Center pooled their resources and talents to identify alternative delivery methods for providing education to rural schools separated by geography and economic resources. Computers, telephones, dedicated phone lines, simplex and duplex microwave, and UHF television were used to provide classes to six area schools. These communication tools were shown to be effective methods of delivery when traditional means were no longer available. The planning, implementation, and operation of the telelearning system are examined.

scholarly journals A Presença de um Núcleo de Atendimento Educacional e sua Contribuição para a Atenuação de Dificuldades de Leitura e Escrita / The Presence of an Educational Center and its Contribution to the Attenuation of Difficulties in Reading and Writing

2021 ◽  
Vol 15 (57) ◽  
pp. 647-664
Author(s):  
Silas Baleeiro Borges ◽  
Maria Antonieta Pereira Tigre Almeida
Keyword(s):  
Field Research ◽  
Educational Service ◽  
Service Center ◽  
Reading And Writing ◽  
Qualitative And Quantitative ◽  
Inclusive School ◽  
New Perspective ◽  
Education Network ◽  
The City ◽  
Educational Service Center

Resumo: O presente artigo tem por finalidade a busca por estratégias que possam atenuar os déficits de leitura e escrita da rede municipal de educação no município de Aracatu – Bahia. Os objetivos da pesquisa são: Investigar as etapas de construção de um Núcleo de Atendimento Educacional Especializado no município de Aracatu – Ba; Identificar as práticas educativas de inclusão necessárias a um espaço escolar inclusivo; Analisar práticas positivas que poderão ser usadas para contribuir no bom desempenho em leitura e escrita. A metodologia utilizada foi pesquisa de campo com levantamento de informações de professores e coordenadores que atuam nas escolas no ano de 2021, coletando informações e as transformando em dados qualitativos e quantitativos. Conclui-se que o núcleo será um suporte para que professores e famílias entendam como lidarem com situação de crianças com diagnósticos e a maneira como serão incluídas sob um novo olhar de um espaço escolar inclusivo. Palavras – chave: Atendimento Educacional; Educação; Inclusão; Leitura/Escrita.  Abstract: The purpose of this article is to search for strategies that can attenuate reading and writing deficits in the municipal education network in the city of Aracatu – Bahia. The research objectives are: To investigate the stages of construction of a Specialized Educational Service Center in the city of Aracatu – Ba; Identifying the educational practices of inclusion necessary for an inclusive school space; Analyze positive practices that can be used to contribute to good performance in reading and writing. The methodology used was field research with a survey of information from teachers and coordinators who work in schools in 2021, collecting information and transforming it into qualitative and quantitative data. It is concluded that the nucleus will be a support for teachers and families to understand how to deal with the situation of children with diagnoses and how they will be included under a new perspective of an inclusive school space.Keywords: Educational Service; Education; Inclusion; Reading/Writing.

scholarly journals Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

2018 ◽  
Vol 8 (3) ◽  
pp. 148 ◽  
Author(s):  
P. Andrews ◽  
Susan Leonard
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Critical Consciousness ◽  
Professional Development School ◽  
Engaged Scholarship ◽  
Traditional Service ◽  
Community Engaged Scholarship ◽  
Service Learning Projects ◽  
Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value

2020 ◽  
Vol 43 (4) ◽  
pp. 416-430
Author(s):  
David Lynn Painter ◽  
Courtney Howell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Civic Engagement ◽  
Community Engagement ◽  
Liberal Arts ◽  
Best Practice ◽  
Liberal Arts College ◽  
Different Types ◽  
Arts Community ◽  
Individual Conversations

Background: In response to critics’ charges that the liberal arts lack practical value, most colleges have incorporated service-learning in their curricula. Ideally, these service-learning activities not only benefit the community but also enhance the course’s (a) pedagogical effectiveness as well as the students’ (b) civic engagement and (c) professional development. Purpose: This investigation uses a survey to measure the extent to which service-learning in community engagement courses at a liberal arts college achieved these three outcomes. Methodology/Approach: Specifically, we parsed the influence of service hours and reflection activities on 740 students’ ratings of pedagogical effectiveness, civic engagement, and professional development. Findings/Conclusions: The results suggest students in community engagement courses that included at least 15 service hours and three different types of reflections reported significantly greater outcome achievement than those with fewer hours or reflections. Moreover, class discussions and individual conversations were rated the most effective types of reflection activities. Implications: Based on these findings, we provide some best practice suggestions for service hours and reflection activities in liberal arts community engagement courses.

scholarly journals Service Learning: A Valuable Experience

2011 ◽  
Vol 1 (3) ◽  
pp. 99
Author(s):  
William E. Fowler ◽  
O. Scott Stovall ◽  
John D. Neill
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Air Force ◽  
Income Tax ◽  
Effective Means ◽  
Present Form ◽  
The Past ◽  
Recent Developments ◽  
Air Force Base ◽  
Do So

In this paper, we describe how our department recently incorporated a major service learning component into the curriculum. Specifically, we employed participation in the IRSs Volunteer Income Tax Assistance (VITA) program as an effective means of experiential and service learning for the past two years for Masters of Accountancy students. We designed a course devoted entirely to serving in a VITA program operated on a local Air Force base. Our experience confirms that service learning can be a powerful tool in teaching. It has enhanced our students academic and professional development. It has given significance to our mission and it has strengthened community relationships. However, recent developments have made it difficult for us to maintain this service learning project in its present form. It appears that we, like many other programs, must consider again how to implement service learning as part of our curriculum, but we will do so now with a greater appreciation and enthusiasm for its unique contributions to learning.

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