Contribution to Book
Service Learning in the Sullivan Literacy Center
Educating the Young Child: Advances in Theory and Research, Implications for Practice: Vol. 11. Service Learning as Pedagogy in Early Childhood Education: Theory, Research, and Practice
(2016)
Abstract
The preservice teacher candidates (PTCs) in the Department of Early Childhood and Special Education at Valdosta State University (VSU) participate in three SERVICE LEARNING experiences during their first, second, and third professional semesters which occur prior to their full-time student teaching semester. The back-to-back consecutive SERVICE LEARNING experiences specifically help the PTCs apply what they are learning in their literacy methods courses with the local community children who are struggling/reluctant readers and writers. In this chapter, we will be following one cohort of PTCs’ (n = 98) journey throughout their SERVICE LEARNING experiences over the three semesters. Qualitative data consists of the PTCs’ field reflections and course evaluations, as well as parent exit surveys regarding program quality and effectiveness for their child’s specific literacy needs. Quantitative data consists of the PTCs’ scores on their literacy lessons and literacy assessment data. These SERVICE LEARNING experiences are meaningful, relevant, and purposeful for these VSU PTCs.
Keywords
- Service learning,
- Teacher education,
- One-on-one literacy instruction,
- Struggling/reluctant readers and writers
Disciplines
Publication Date
2016
Editor
K. Heider
Publisher
Springer Publishing, Inc.
Citation Information
Gina M Doepker. "Service Learning in the Sullivan Literacy Center" Educating the Young Child: Advances in Theory and Research, Implications for Practice: Vol. 11. Service Learning as Pedagogy in Early Childhood Education: Theory, Research, and Practice Vol. 11 (2016) p. 127 - 149 Available at: http://works.bepress.com/gina-doepker/12/