Service Learning: A Classic Grounded Theory Study of High School Educators

Autor/in	Higgins, Kayla Nichole
Titel	Service Learning: A Classic Grounded Theory Study of High School Educators
Quelle	(2016), (142 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-3163-3
Schlagwörter	Hochschulschrift; Dissertation; Service Learning; Grounded Theory; Secondary School Teachers; Qualitative Research; Semi Structured Interviews; Behavior Patterns; Outcomes of Education; High School Students; Maine + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Service-Learning; Qualitative Forschung; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Classic grounded theory design allowed the researcher to discover a theory, educator edification, within the phenomenon of service learning. Service learning is a community based learning opportunity that is reciprocally beneficial to the student and community. Student outcomes range from gaining self-worth and motivation to becoming civic minded and empathetic to diversity. Academic developments, the desire to learn, give, and help others resonates within service learning students and transfers into the well-being of the community. While positive outcomes are acknowledged, such a comprehensive curriculum is used in less than half of high school classrooms. Educators feel pressure and discussed a need for understanding. With a standard lack of institutional support and edification, educators struggle with the nature of service learning and therefore it is avoided. The purpose of this qualitative study was to discover a theory to explain the main concerns of high school teachers because comprehensive learning is not taking hold in traditional classrooms. Also, answering the question, why it is avoided and what is needed for educators to employ service learning. It is not wide-scale in curricula and, as a result, students are missing opportunities to better themselves through social and emotional learning hence lacking the imperative impending skills. 13 teachers in central Maine took part in a semi structured interviews to discover their patterns of behavior and deepen the understanding of the main concern within the phenomenon. The data collection and analysis process enabled the development of a theory, educator edification, grounded in data without preconceived ideas. Educator edification would clarify the multitude of application within service learning, the ability of students to be metacognitive and motivated, and allow a sense of leadership in the classroom for all. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01