Dissertation/Thesis Abstract

Expected and Unexpected Outcomes of a Service-Learning Program Rooted in Social Justice and Pragmatic Constructivism
by Jenkins, Jeffrey, Ed.D., Loyola Marymount University, 2012, 130; 3493822
Abstract (Summary)

Service-learning, an experiential learning and teaching pedagogy, provides students and teachers the opportunity to take classroom knowledge and put it to work in real world applications in the greater community. This qualitative case study dissertation explored the expected and unexpected outcomes of a service-learning program at an urban charter high school. Through a review of current literature, the history of service-learning is traced from its modern roots to present day incarnations. Grounded in the overlapping frameworks of pragmatic constructivist theory and practice, and service-learning with a social justice model, best practices were examined through interviews and focus groups of current students and students who have completed the SL program. The findings to the three research questions suggested: The expected outcomes addressed activism, awareness, and social development; the unexpected outcomes spoke to the development of interpersonal transformations surpassing expectations and agency, unexpected content-based outcomes, and unexpected abstract outcomes; the implementation data focused on the need for institutional support and adaptability. Recommendations for future implementation were also discussed.

Indexing (document details)
Advisor: Rodriguez, Refugio
Commitee: Dell'Olio, Franca, Pack, Emilio
School: Loyola Marymount University
Department: Education
School Location: United States -- California
Source: DAI-A 73/05, Dissertation Abstracts International
Subjects: Instructional Design, Education Policy
Keywords: Expected and unexpected outcomes, Experiential learning, Pragmatic constructivism, Service learning, Social justice, Transformational education
Publication Number: 3493822
ISBN: 978-1-267-14617-5
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