The use of scales in service learning research.

Abstract

Program evaluation and research have a long history in education (Sansone, Morf, & Panter, 2003). To some extent, the existing literature on measurement and design issues can be applied to service learning with good results. However, service learning has special characteristics such as unique aspects of the pedagogy (e.g., reflection) that warrant additional resources for good research. This is particularly the case for unique outcomes expected from service learning classes (changes in values, moral development, civic outcomes; Shumer, 2000) SCALES: EXISTING VERSUS MODIFYING VERSUS DEVELOPINGUsing existing scales has many advantages over developing original scales. Existing scales take less time to incorporate in research, are usually prepared by researchers who have professional expertise, may have norms available against which a particular sample can be compared, and have a known record of psychometric qualities (although these may vary from sample to sample).Existing scales may also be modified to suit a particular research context or question associated with a service learning class. Adapting a scale has the advantage that most of the work has been completed and the resulting 25

Benefits of Exposing Third-year English Language Student Teachers to Service Learning in One Rural-based University

“…Experiential learning is well-practised and organised in European and American universities as it is viewed as an approach that converts theory into practice (Bringle, Hatcher & Hahn, 2016). The theory behind it constitutes the abstract concepts that the student teacher receives in the classroom become tangible and understandable through practical experience in the community it.…”