UVM Theses and Dissertations
Format:
Print
Author:
Razza, Mary Lou
Dept./Program:
College of Education and Social Services
Year:
2009
Degree:
Ed. D.
Abstract:
Service learning has great potential for creating inclusive opportunities that enhance school engagement and transition for all students (Markow et al.). Three high school sites were chosen for this study, each having implemented a service-learning project that included interviewing veterans and submitting those interviews to the National Veterans History Project. The first site was an urban setting, an "ad-hoc" group of students brought together by a program director. The second site was also an urban classroom setting, a class created for students who had failed first year English and/or history. The last site was a rural setting, a cliverse student body, and consisted of two sections of a school wide US history class. A total of 12 students were interviewed and included ten students with disabilities or considered "at-risk". Four teachers were interviewed including a special educator.
In a set of three case studies, I conducted an in depth examination of the implementation process and of the strategies and approaches utilized by each teacher. Over a one-year period, I worked closely with teachers, observed in the classroom, collected student writing, and interviewed teachers and students. Through qualitative methodology, I documented the experiences and perspectives of the teachers and students.
The three case studies will provide general and special educators with specific strategies and considerations to successfully implement service learning within a curriculum that includes all students. By providing a detailed analysis of how servicelearning projects are implemented to include students who are traditionally not exposed to service learning, the study contributes to a larger knowledge base related to the role of service learning as a methodology for student engagement and transition to postsecondary opportunities (Martin et al.). By identifying the essential conditions, elements, and resources necessary to ensure the implementation of quality service-learning experiences, this study provides evidence to promote policy and practice that supports service learning for students with disabilities and others placed at risk.
In a set of three case studies, I conducted an in depth examination of the implementation process and of the strategies and approaches utilized by each teacher. Over a one-year period, I worked closely with teachers, observed in the classroom, collected student writing, and interviewed teachers and students. Through qualitative methodology, I documented the experiences and perspectives of the teachers and students.
The three case studies will provide general and special educators with specific strategies and considerations to successfully implement service learning within a curriculum that includes all students. By providing a detailed analysis of how servicelearning projects are implemented to include students who are traditionally not exposed to service learning, the study contributes to a larger knowledge base related to the role of service learning as a methodology for student engagement and transition to postsecondary opportunities (Martin et al.). By identifying the essential conditions, elements, and resources necessary to ensure the implementation of quality service-learning experiences, this study provides evidence to promote policy and practice that supports service learning for students with disabilities and others placed at risk.