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首页> 外文学位 >Determinants of a professor's decision to include service -learning in an academic course.
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Determinants of a professor's decision to include service -learning in an academic course.

机译：教授决定将服务学习纳入学术课程的决定因素。

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摘要

More faculty report each year that they are incorporating service-learning in their academic courses, which is often related to attempts by colleges and universities to link academics with service to the community as part of their mission, or by the academic disciplines that see service-learning as a way to link theory and practice. Critical to the expansion of service-learning is the recognition that it is the individual professor who ultimately decides whether or not to include a service-learning experience in the curriculum. The main purpose of this study is to determine the likelihood that faculty will use service-learning within their courses based on sociodemographic, academic and institutional characteristics, faculty workload issues, and the relationship between faculty and their institutions. By building upon the previous research studies, both on faculty in general and on faculty and service-learning, this study is a step toward a more comprehensive profile of faculty who have selected service-learning as a pedagogical option and faculty who have not.;Determinants relating to workload, work preference, personal beliefs, and institutional cultural factors were found to be more significantly associated with faculty who did and did not use service-learning than the sociodemographic, academic and institutional characteristics. In fact, the three most significant and positive relationships were faculty who believed that many courses at their institutions involved community service, faculty who used other student-centered pedagogies, and faculty who participated in community or public service each week.
机译：每年都有更多的教职员工报告他们将服务学习纳入其学术课程，这通常与高校试图将学者与服务联系到社区作为其使命的一部分，或者与看到服务的学术学科的尝试有关。学习是将理论与实践联系起来的一种方式。服务学习扩展的关键是要认识到，最终决定是否在课程中包含服务学习经验的是个人教授。这项研究的主要目的是根据社会人口统计学，学术和制度特征，教师工作量问题以及教师与院校之间的关系，确定教师在课程中使用服务学习的可能性。通过在以前的研究基础上，对普通教师以及对教师和服务学习的研究，该研究朝着更加全面的方向迈进了一步，他们选择了将服务学习作为教学方法的教师，而没有将其作为教学方法的教师。研究发现，与工作量，工作偏好，个人信仰和制度文化因素有关的决定因素与使用和不使用服务学习的教师相比，具有社会人口统计学，学术和制度特征的影响更大。实际上，三个最重要和最积极的关系是教师，他们认为其机构中的许多课程都涉及社区服务，教师使用其他以学生为中心的教学法，以及教师每周参加社区或公共服务。

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  • 作者

    Frolow, Miriam Lyons.;

  • 作者单位

    Seton Hall University.;

  • 授予单位 Seton Hall University.;
  • 学科 Education Curriculum and Instruction.;Education Higher.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 180 p.
  • 总页数 180
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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