About this paper

Appears in:
Pages: 959-960
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain

EFFECTS OF A HIGH-IMPACT SERVICE-LEARNING LITERACY PROJECT ON PRESERVICE TEACHERS IN AN URBAN TEACHER PREPARATION PROGRAM

J. Kelly

University Of Houston - Downtown (UNITED STATES)
Service learning is gaining increased attention as a pedagogical strategy to promote critical thinking and understanding of the culture of special populations (Mayhew & Welch, 2001). However, little research has addressed the implementation of service learning in special education settings for teacher preparation programs (Kuh, 2008). Using an ethnographic design, the authors explored the role a high-impact service-learning project had in shaping future general education teachers’ attitudes towards special populations, literacy development, and building inclusive teaching practices (Carrington & Saggers, 2008) in an introductory education course to special populations.

The study focused on the following research questions:
1. How did the literacy project influence students’ attitudes and perspectives towards the culture of special populations?
2. What impact did service learning have on the pre-service teachers’ knowledge and understanding in building inclusive teaching practices?
3. What did the literacy project reveal to the pre-service teachers about the literacy development of the incarcerated youth?

Using an emergent coding method (Merriam, 1998), the authors sought to establish a triangulation of the findings across multiple transcripts. Results indicated students’ attitudes, perspectives, and knowledge of special populations and literacy development broadened as a result of the project. All participants considered the endeavor worthwhile.

The focus of this presentation is on the reflections of 50 pre-service teachers who implemented a literacy program for 30 incarcerated youth in a juvenile detention center in Texas. The literacy project funded by a grant allowed for the professional publication of five illustrated books containing the stories of incarcerated youths’ through poems, personal narratives, short stories, and artwork. The presentation illuminates components of service learning that impacted student outcomes and offers attendees the opportunity to hear the first-hand account of the experiences of the professors and pre-service teachers who participated in the project at a juvenile detention center. Implications for future research and practice will be discussed.

References:
[1] Carrington, S. & Saggers, B. (2008). Service-learning informing the development of an inclusive ethical framework for beginning teachers. Teaching and Teacher Education, 24, 795-806.
[2] Mayhew, J. & Welch, M. (2001). A call to service: Service learning as pedagogy in higher education. Teacher Education and Sp cial Education, 24, 208-219.
@InProceedings{KELLY2015EFF,
author = {Kelly, J.},
title = {EFFECTS OF A HIGH-IMPACT SERVICE-LEARNING LITERACY PROJECT ON PRESERVICE TEACHERS IN AN URBAN TEACHER PREPARATION PROGRAM},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {959-960}}
TY - CONF
AU - J. Kelly
TI - EFFECTS OF A HIGH-IMPACT SERVICE-LEARNING LITERACY PROJECT ON PRESERVICE TEACHERS IN AN URBAN TEACHER PREPARATION PROGRAM
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 959
EP - 960
ER -
J. Kelly (2015) EFFECTS OF A HIGH-IMPACT SERVICE-LEARNING LITERACY PROJECT ON PRESERVICE TEACHERS IN AN URBAN TEACHER PREPARATION PROGRAM, EDULEARN15 Proceedings, pp. 959-960.
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