Experiential Learning and Its Impact on Students’ Attitudes Toward Youth With Disabilities

Wozencroft, Angela J.; Pate, Joshua R.; Griffiths, Haley K.

doi:10.1177/1053825914524363

Cited by 28 publications

(15 citation statements)

References 41 publications

(57 reference statements)

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“…Finally, there was evidence of shifts in preservice educators' beliefs both in how students learn and their role as educators. Similar to the findings in Wozencroft, Pate, and Griffiths (2015), the pre-service educators perceived students with disabilities changed over the course of the se-mester throughout their experiential learning experiences. Although the review of assignments showed that progress was made in several areas, not surprisingly given that preservice special educators were early into their preparation program, there continued to be some challenges amongst them on how to meet all the individual literacy needs of their students with disabilities.…”

Section: Discussionsupporting

confidence: 69%

Experiential Learning Experiences to Enhance Preservice Special Educators Literacy Instruction

Hughes¹,

Braun²

2019

iejee

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We must provide preservice special educators with quality programs that are inclusive of both the knowledge and skill needed for delivering engaging and impactful literacy instruction. Successful teacher education programs not only engage preservice educators in developing their knowledge of practices but provide opportunities to practice and reflect on teaching students with disabilities. Thus, the purpose of this study was to examine if participation in an experiential learning experience that was integrated into literacy course enhanced preservice special educators' knowledge of literacy instruction, shifted their beliefs, and/or modified their practice for working with students with disabilities. Over three semesters, 47 preservice special educators enrolled in the course and completed the experiential learning experience. We conducted a qualitative content analysis of the lesson plans and reflections that these preservice educators submitted throughout the course. Our findings revealed that the preservice educators not only increased their instructional knowledge but as they engaged with students with disabilities, they changed their instructional practices, utilizing more evidence-based practices and shifted their beliefs by holding themselves accountable for student learning, These findings reaffirmed the continued need to integrate experiential learning throughout preservice programs to allow teachers to put into practice what they are learning in courses.

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Section: Discussionsupporting

confidence: 69%

Experiential Learning Experiences to Enhance Preservice Special Educators Literacy Instruction

Hughes¹,

Braun²

2019

iejee

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“…The findings of these studies confirm that S-L has positive effects on students, community partners and teaching staff (Daniels et al, 2015; Rutti et al, 2016). Improvements are found in teamwork (Largent, 2013; Wilkinson et al, 2013; Hildenbrand and Schultz, 2015; Young and Karme, 2015), cultural intelligence (Mosakowski et al, 2013), cognitive and metacognitive strategies (Mosakowski et al, 2013; Young and Karme, 2015), clarification of professional vocation (Wilkinson et al, 2013; Gezuraga and Malik, 2015), respect for diversity (Wilkinson et al, 2013; Tinkler et al, 2015; Wozencroft et al, 2015), empowerment (Winans-Solis, 2014) and political awareness (Blankson et al, 2015). S-L is also found to help students in tackling the challenges of the practicum (Coffey and Lavery, 2015) and developing empathy (Curtin et al, 2015; Young and Karme, 2015), communication skills (Curtin et al, 2015), academic development (Hébert and Hauf, 2015; Hildenbrand and Schultz, 2015; Wozencroft et al, 2015), social commitment (Hébert and Hauf, 2015; Hildenbrand and Schultz, 2015), interpersonal skills (Hébert and Hauf, 2015; Hildenbrand and Schultz, 2015), knowledge transference (Hildenbrand and Schultz, 2015), intercultural awareness (Hildenbrand and Schultz, 2015), reflection as a tool for connecting service with course contents (Largent, 2013; Wozencroft et al, 2015), resilience (Daniels et al, 2015) and the development of values (Young and Karme, 2015).…”

Section: Introductionmentioning

confidence: 99%

Service-learning: A survey of experiences in Spain

Folgueiras

Aramburuzabala

Opazo

et al. 2018

Education, Citizenship and Social

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Service-learning is a teaching methodology that promotes students’ learning through active participation in experiences of community service. This methodology allows students to engage directly with those to whom it offers a needs- and context-adapted service, very often outside the classroom. While there are numerous projects that follow the service-learning methodology, surveys of experiences carried out at higher education level remain scarce. We performed a survey study with 424 undergraduate students participating in service-learning projects in order to identify the type and level of student participation, the skills and competences acquired; the characteristics of services provided; and the levels of satisfaction of students taking part. We found that the students had a positive perception of the effects of their participation; that the skills and competences developed were primarily teamwork, ethical commitment, adapting to new situations and problem-solving; and that the usefulness of the service was mainly in moral development and commitment.

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“…Kolb's ELT is attributed to the increase in scores, particularly because of the added value experiential learning contributes by providing students deeper understanding and richer experiences (Kolb, 1984). Experiential learning is credited with connecting linkages in the subject matter by allowing students to observe the vast associations that are present in the food and fiber industry (Wozencroft, Pate, & Griffiths, 2014).…”

Section: Conclusion 3: Experiential Learning Is a More Effective Methmentioning

confidence: 99%

Comparing Experiential Learning Techniques and Direct Instruction on Student Knowledge of Agriculture in Private School Students

Bradford¹,

Hock²,

Greenhaw³

et al. 2019

JAE

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Currently, less than 3% of the U.S. population lives on a farm (Riedel, 2006). Technological advances and mechanization coupled with other societal factors, have led to the decline of an agriculturally literate population (Kovar & Ball, 2013). Blair (2009) identified one strategy for increasing agricultural literacy as implementing education that promotes agricultural activities via experience. This quantitative study was conducted at three private schools in Mississippi during the spring of 2015. The primary investigator (PI) taught six (6) lessons contextualized in agriculture to tenth grade students enrolled in advanced biology courses. The study consisted of a control group (no instruction), and two experimental groups; one received direct instruction only, and one was led through various experiences relevant to plant science and agricultural production with a high-tunnel greenhouse. Pre and post-tests assessed knowledge gain. Participants' knowledge scores increased significantly among experimental groups (p < .001). Multivariate analysis revealed post-test scores between experimental groups were significantly different (p = .016). Further analysis of the data displayed that 67% of the variance in scores was attributed to method of instruction and a strong correlation existed between post-test scores and treatment group (R = .820).

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Experiential Learning and Its Impact on Students’ Attitudes Toward Youth With Disabilities

Cited by 28 publications

References 41 publications

Experiential Learning Experiences to Enhance Preservice Special Educators Literacy Instruction

Experiential Learning Experiences to Enhance Preservice Special Educators Literacy Instruction

Service-learning: A survey of experiences in Spain

Comparing Experiential Learning Techniques and Direct Instruction on Student Knowledge of Agriculture in Private School Students

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