rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teachers' perceptions of service-learning
    sub title: K-12 school community partnership development in Texas schools
  name:
    name part: Bludau, Jo Ann.
    role:
      role term: creator
  name:
    name part: Zellner, Luana J.
    role:
      role term: thesis advisor.
  name:
    name part: Skrla, Linda
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2010
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: remote
    extent: 1 online resource.
  abstract: At the conclusion of a three-year grant cycle (2003-2006), educators and administrators as well as the general public in the state of Texas are questioning whether or not service-learning is indeed a powerful means of preparing students to become more caring and responsible parents and citizens. This study was designed to measure teachers' perceived effectiveness of service-learning. The Texas Center for Service- Learning provided a list of districts participating in the K-12 School-Community Partnership Grant Project and contact information for district grant coordinators. Coordinators in participating districts were then contacted by phone and e-mail to submit names and contact information for teachers participating in the service-learning program. Teachers whose districts are located in central and southeast Texas were interviewed during the spring 2006 on their campuses, and teachers from more remote parts of Texas were interviewed in Austin during the Summer 2006 Institute. The sample that was used in this study includes six elementary, four middle, and two high school teachers who have been involved in the development and implementation of service-learning programs in their districts. In addition to targeting teachers at the elementary and middle school level, both male and female service-learning teachers were interviewed as well as teachers who also assumed the role as campus and/or district service-learning coordinator. Data collected from the service-learning teachers interviewed was analyzed to generate a composite picture of teachers' perceptions and attitudes toward servicelearning. Once interviews were completed, data were transcribed, coded for audit trail purposes, printed onto separate sheets, and those sheets that apparently related to the same content were categorized into provisional categories. Five important salient themes emerged as conclusions of the study. The first conclusion relates to service-learning work and competing priorities. The se…
  note: by Jo Ann Bludau.
  note: "Major Subject: Educational Administration"
  note: Title from author supplied metadata (automated record created 2010-03-12 12:08:51).
  note: Electronic resource.
  note: Doctor of Education Texas A&M University 2006 http://hdl.handle.net/1969.1/ETD-TAMU-1092
  note: Includes bibliographical references.
  note: Text (Record of Study)
  subject:
    topic: Major educational administration
  subject:
    topic: Service-learning
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-1092
  record info:
    record content source: TXA
    record creation date: 100426
    record change date: 20151201120113.0
    record identifier: in00002595204