Learning Through Community Service Is Political

Jones, Byrd L.; Maloy, Robert W.; Steen, Charlotte

doi:10.1080/1066568960290205

Cited by 6 publications

(3 citation statements)

References 4 publications

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“…CSL can support multicultural teacher education to the extent that it provides experiences with cultural diversity and poverty, affords opportunities to gain respect for diverse people, motivates interrogations of inequality, and supports commitments to teaching a wide range of students. CSL can also prove problematic for multicultural teacher education to the extent it promotes "better than thou" attitudes, fosters "we are all the same" views, or motivates charitable orientations that mute needs for social change (Jones, Maloy, & Steen, 1996;Kahne & Westheimer, 1996;Varlotta, 1997;Ward, 1997).…”

Section: Marilynne Boyle-baisementioning

confidence: 97%

Community Service Learning for Multicultural Education: An Exploratory Study with Preservice Teachers

Boyle‐Baise

1998

Equity & Excellence in Education

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Section: Marilynne Boyle-baisementioning

confidence: 97%

Community Service Learning for Multicultural Education: An Exploratory Study with Preservice Teachers

Boyle‐Baise

1998

Equity & Excellence in Education

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“…With this resulting focus, service-learning becomes another means for those in power to maintain inequitable power relations under the guise of benevolent volunteerism and Breaking literacy boundaries 23 leaves students with a view of social problems as unfortunate, possibly deserved, outcomes that can be overcome by caring individuals (Jones et al, 1996;Butin, 2003).…”

Section: Why Is This Potential Unrealized?mentioning

confidence: 99%

Breaking literacy boundaries through critical service‐learning: education for the silenced and marginalized

Hart

2006

Mentoring & Tutoring: Partnership in Learning

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“…The variables associated with student outcomes used in the empirical studies were: academic achievement or test scores (Choi, 2003;Glaze, 2001;Harvey et al1999;Janisch and Johnson, 2003;Langer, 2000;Montes, 2002;Younker, 2003;Zimmerman at al., 1998), identification with school (Rudduck, 2002), school engagement (Zimmerman at al., 1998), student engagement with school (Leithwood and Jantzi, 1999), students' capacity to learn (Rudduck, 2002), self-confidence (Rudduck, 2002), student leadership/participation (Jones et al, 1996;Zimmerman et al, 1998), students having a voice (Beattie, 2002), changes in student idealism and normative beliefs (Giles, et al, 2001), change in students' attitudes towards education and learning (Choi, 2003), moral development of students (through character education, see Huffman 1993 for an example), and development of a learning community (Strahan, et al, 2001).…”

Section: Dimensions Of Student Learningmentioning

confidence: 98%

Conceptualizing the critical path linked by teacher commitment

Sun

2015

Journal of Educational Administration

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. Robinson et al., 2009) have agreed that the influence of school leadership on student learning is mostly indirect through key school conditions and the practices of teachers. These key conditions and teacher inner states and practices make important and relatively direct contributions to student learning (e.g., Leithwood and Jantzi, 2005). The central issue here is to identify the critical paths through which school leaders improve student learning. To conceptualize such paths, we need to identify the linking variables that contribute to student learning significantly and that are malleable to school leadership, or the variables that mediate school leadership influence on student learning. Previous studies have identified the following seven variables at the school level that significantly contribute to student learning:• • academic optimism (the combination of the above three variables) (Hoy and Miskel, 2013; McGuigan, 2005) • teacher organizational citizenship behavior (e.g., DiPaola and Hoy, 2005; Podsakoff et al., 2000;Tschannen-Moran, 2001), and• school disciplinary climate (e.

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Learning Through Community Service Is Political

Cited by 6 publications

References 4 publications

Community Service Learning for Multicultural Education: An Exploratory Study with Preservice Teachers

Community Service Learning for Multicultural Education: An Exploratory Study with Preservice Teachers

Breaking literacy boundaries through critical service‐learning: education for the silenced and marginalized

Conceptualizing the critical path linked by teacher commitment

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