Service learning and criminal justice: an exploratory study of student perceptions

Burke, Alison S.; Bush, Michael D.

doi:10.1080/00131911.2011.638138

Cited by 38 publications

(32 citation statements)

References 15 publications

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“…Pre-service teachers emphasized the importance of using the drama method in the process of teaching the value of justice, while emphasizing that the cases should be used in the process. Burke and Bush (2013) found that students studying the attitudes and perceptions of learning by serving the Criminal Justice course were found to be useful in justice education.…”

Section: Discussionmentioning

confidence: 99%

Öğretmen Adaylarının Bakış Açısıyla Adalet Değeri / The Value of Justice from the Viewpoint of Pre-service Teachers

Köse¹,

Bayır²,

Köse³

et al. 2019

kalem

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Özİnsanlar gereksinimlerini karşılamak ve çeşitli tehlikelerden korunabilmek amacıyla yaşamlarını bir toplum içinde sürdürme gereksinimi duymuşlardır. Toplumsal yaşam ise birtakım kuralları zorunlu kılmaktadır. Bu toplumsal kurallar içinde yaptırım gücü en yüksek olan hukukun yansıttığı adalet aynı zamanda ahlaki bir değerdir. Bu araştırmanın amacı öğretmen adaylarının adalet değerine ilişkin algılarını ve adalet değerinin kazandırılmasına ilişkin görüşlerini ortaya koymaktır. Araştırmada tarama modeli kullanılmıştır. Araştırmanın verileri açık ve kapalı uçlu sorulardan oluşan veri 1 Bu çalışma, 4-6 Mayıs 2017 tarihlerinde Eskişehir'de düzenlenen 6. Uluslararası Sosyal Bilgiler Eğitimi Sempozyumu'nda sözlü bildiri olarak sunulmuştur.

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Section: Discussionmentioning

confidence: 99%

Öğretmen Adaylarının Bakış Açısıyla Adalet Değeri / The Value of Justice from the Viewpoint of Pre-service Teachers

Köse¹,

Bayır²,

Köse³

et al. 2019

kalem

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“…However, faculty must also recognize that their students face barriers to engaging in service-learning activities. Researchers have outlined many barriers that students face and some of the examples include (1) time, (2) inconvenient locations, (3) perceiving service-learning to be uninteresting, and (4) perceiving service-learning as not useful (Burke & Bush, 2013;McKinney, Medvedeva, Vacca, & Malak, 2004). Even if students do not have serious prejudices or biases, their service for the community will be insignificant if they are neither able nor willing to participate due to the barriers they face.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Two different questionnaires were used to measure students' perceptions of service-learning. The first was a fourteen-item questionnaire from Burke et al (2013). The second questionnaire was also from Burke et al (2013), and it also measured the barriers to service-learning participation.…”

Section: Instrumentationmentioning

confidence: 99%

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Service-learning in a Tourism, Hospitality, and Event Management Academic Program

Naaman¹,

Hu²,

Howell³

et al. 2019

ETR

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One-hundred and twenty-three undergraduate students in three Tourism, Hospitality, and Event Management (THEM) courses participated in a survey that captured service-learning barriers and perceptions of the experiences over the course of the 2017 spring semester. Results from the exploratory factor analysis generated three distinct factors from the perceived benefits of service-learning: (1) civic engagement, (2) social awareness, and (3) translational learning. Statistically significant negative correlations were found between barriers and perceptions of service-learning benefits. Implications from this research includes the identification and creation of interventions to reduce barriers so students may receive the benefits associated with service-learning.

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“…Given these concerns, it is critical that SL projects evaluate the fit for all stakeholders involved before, as well as during, the experience. 8,40 Previous researchers have argued that SL experiences are likely to have a significant impact on student development to the extent that they involve the following key processes: construction of knowledge via student reflection on their experiences, the development of new conceptualizations, and experimenting with these new conceptualizations. 13,14 A critical aspect of this study's shortterm SL experience seemed to be students' exposure to significant social problems in the local community, in conjunction with a promising intervention program that involved community stakeholders.…”

Section: Community Service Self-efficacy (Csse)mentioning

confidence: 99%

A Qualitative Approach to Exploring Short-Term Service Learning and Civic Engagement

Rubio¹,

Chung²,

Reyes³

2018

Soc Behav Res Pract Open J

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A growing number of universities and colleges across the United States have committed to civic engagement activities, particularly short-term service-learning (SL). Limited research, however, is available about the effects of short-term SL experiences on student development. Objectives The current study attempts to address research gaps in our understanding of this pedagogical technique by conducting qualitative interviews with students involved in a short-term SL project. Methods In this qualitative study, five students (N=5) reported on their short-term SL experience as they related to the following outcomes: (1) Community Service Self Efficacy (CSSE); (2) Community Service Group Efficacy (CSGE); (3) conceptualizations about power, oppression and privilege (POP); (4) attitudes towards marginalized populations being served and (5) citizenship outcomes (such as personal responsibility, participatory citizenship, and justice-oriented citizenship). Results Students reported changes in their beliefs about the ability to create positive social change in communities, as well as their perceptions of marginalized groups. In addition, spending time with and directly hearing the perspective of individuals who have been marginalized in society helped to reduce intergroup anxiety and motivate students to be involved formally and informally in civic activities that can help to improve community-level outcomes. Conclusion Findings suggest that well-designed short-term SL experiences have the potential to shape important student perceptions and intentions regarding civic engagement. This finding is particularly valuable because this pedagogical technique is growing in popularity in higher education. The implications of these findings are discussed in terms of promoting best practices in SL and other community-engaged learning experiences.

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Service learning and criminal justice: an exploratory study of student perceptions

Cited by 38 publications

References 15 publications

Öğretmen Adaylarının Bakış Açısıyla Adalet Değeri / The Value of Justice from the Viewpoint of Pre-service Teachers

Öğretmen Adaylarının Bakış Açısıyla Adalet Değeri / The Value of Justice from the Viewpoint of Pre-service Teachers

Service-learning in a Tourism, Hospitality, and Event Management Academic Program

A Qualitative Approach to Exploring Short-Term Service Learning and Civic Engagement

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