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The Resource An exploration of middle school teachers' essences of participation in service-learning activities, Ashlee Elizabeth Cochran Holmes

An exploration of middle school teachers' essences of participation in service-learning activities, Ashlee Elizabeth Cochran Holmes

Creator
Author
Contributor
Summary
The purpose of this phenomenological study was to discover the essence of middle school service-learning teachers' experiences with service-learning. Service-learning is "a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities" (Learn and Serve, 2012, para. 1). For over a century, service-learning has become more widespread in schools across the United States (National Service-Learning Clearinghouse, 2012; Rocheleau, 2004; United We Serve, 2012; Wilczenski & Commey, 2007; Youth Service America, 2011). While some empirical studies have been reported on pre-service teachers and students' experiences, this study seeks to examine the service-learning teachers' experience more closely. Phenomenology is a research paradigm in which the goal is to discover the essence of a particular experience for those who live it. For this study, a phenomenological research and analysis model defined by Moustakas (1994) was used as the methodological basis. Data for the study was generated from six in-depth interviews with middle school service-learning teachers in the Midwest. Interviews were transcribed and analyzed according to the steps outlined by Moustakas. Each of the participants also had the opportunity to provide a narrative account of their most memorable experience with service-learning. Data for the study was also generated from two observations; data was gathered while the service-learning teachers and their students participated in service-learning events. The narrative and observation data were analyzed according to the steps defined by Miles and Huberman (1994). These steps provided a useful structure to the phenomenological research method. From the interviews, two dominant themes provided meaning of the phenomenon of service-learning. From the narrative documents, two themes were present. The observations presented three common themes. Essences of the experience revealed through the data analysis process revealed fostering relationships as the copiously common dominant theme present in the phenomenological interviews, and narrative documents, and observations. The essence of fostering relationships was defined as students and teachers building relationships. The following meaning units were used to determine the essence: notations regarding the process of teachers and students getting to know each other on a deeper level, building relationships, forming close bonds, and making and sharing personal connections. Also notable, the essence of teacher support was prevalent in the interviews and observations, but not the narrative documents. The results of this study support the practice of service-learning in the middle school classroom. The findings revealed implications for two key groups; the first, educational leaders and administrators and secondly, service-learning teachers, classrooms, and the community. When implemented appropriately, service-learning can have the potential to provide a conduit for educators to address issues of social justice and cultural diversity awareness and to enhance student growth and responsibility
Language
eng
Work
Publication
Extent
1 online resource (228 pages)
Note
  • "A dissertation in Education."
  • Advisor: Loyce Caruthers
  • Vita
Contents
  • Introduction
  • Review of literature
  • Methodology
  • Findings
  • Conclusions
  • Appendix: IRB informed consent form
Instance
Label
An exploration of middle school teachers' essences of participation in service-learning activities
Title
An exploration of middle school teachers' essences of participation in service-learning activities
Statement of responsibility
Ashlee Elizabeth Cochran Holmes
Creator
Contributor
Author
Thesis advisor
Subject
Genre
Language
eng
Summary
The purpose of this phenomenological study was to discover the essence of middle school service-learning teachers' experiences with service-learning. Service-learning is "a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities" (Learn and Serve, 2012, para. 1). For over a century, service-learning has become more widespread in schools across the United States (National Service-Learning Clearinghouse, 2012; Rocheleau, 2004; United We Serve, 2012; Wilczenski & Commey, 2007; Youth Service America, 2011). While some empirical studies have been reported on pre-service teachers and students' experiences, this study seeks to examine the service-learning teachers' experience more closely. Phenomenology is a research paradigm in which the goal is to discover the essence of a particular experience for those who live it. For this study, a phenomenological research and analysis model defined by Moustakas (1994) was used as the methodological basis. Data for the study was generated from six in-depth interviews with middle school service-learning teachers in the Midwest. Interviews were transcribed and analyzed according to the steps outlined by Moustakas. Each of the participants also had the opportunity to provide a narrative account of their most memorable experience with service-learning. Data for the study was also generated from two observations; data was gathered while the service-learning teachers and their students participated in service-learning events. The narrative and observation data were analyzed according to the steps defined by Miles and Huberman (1994). These steps provided a useful structure to the phenomenological research method. From the interviews, two dominant themes provided meaning of the phenomenon of service-learning. From the narrative documents, two themes were present. The observations presented three common themes. Essences of the experience revealed through the data analysis process revealed fostering relationships as the copiously common dominant theme present in the phenomenological interviews, and narrative documents, and observations. The essence of fostering relationships was defined as students and teachers building relationships. The following meaning units were used to determine the essence: notations regarding the process of teachers and students getting to know each other on a deeper level, building relationships, forming close bonds, and making and sharing personal connections. Also notable, the essence of teacher support was prevalent in the interviews and observations, but not the narrative documents. The results of this study support the practice of service-learning in the middle school classroom. The findings revealed implications for two key groups; the first, educational leaders and administrators and secondly, service-learning teachers, classrooms, and the community. When implemented appropriately, service-learning can have the potential to provide a conduit for educators to address issues of social justice and cultural diversity awareness and to enhance student growth and responsibility
Cataloging source
UMK
http://library.link/vocab/creatorDate
1981-
http://library.link/vocab/creatorName
Holmes, Ashlee Elizabeth Cochran
Degree
Ed. D. (School of Education).
Dissertation year
2013.
Granting institution
University of Missouri-Kansas City,
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorDate
1947-
http://library.link/vocab/relatedWorkOrContributorName
Caruthers, Loyce Ellenor
http://library.link/vocab/subjectName
  • Middle school teachers
  • Service learning
Label
An exploration of middle school teachers' essences of participation in service-learning activities, Ashlee Elizabeth Cochran Holmes
Instantiates
Publication
Note
  • "A dissertation in Education."
  • Advisor: Loyce Caruthers
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 192-211)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Contents
Introduction -- Review of literature -- Methodology -- Findings -- Conclusions -- Appendix: IRB informed consent form
Control code
858875471
Dimensions
unknown
Extent
1 online resource (228 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)858875471
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web
Label
An exploration of middle school teachers' essences of participation in service-learning activities, Ashlee Elizabeth Cochran Holmes
Publication
Note
  • "A dissertation in Education."
  • Advisor: Loyce Caruthers
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 192-211)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Contents
Introduction -- Review of literature -- Methodology -- Findings -- Conclusions -- Appendix: IRB informed consent form
Control code
858875471
Dimensions
unknown
Extent
1 online resource (228 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)858875471
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web

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