Service-Learning: A Movement s Pioneers Reflect on Its Origins, Practice, and Future

Timothy K. Stanton

ISBN 10: 0787943177 / ISBN 13: 9780787943172

Published by John Wiley & Sons Inc, 1999

About this Item

"A frank, thorough history and review of service--learning. Service--Learning is a critical piece of the large service--learning movement. It is an ideal guide for new service--learning professionals, faculty members, academic or service administrators, and hopefully, public policymakers. Num Pages: 304 pages, illustrations. BIC Classification: HBT; JH; JNM; KJ. Category: (G) General (US: Trade); (P) Professional & Vocational; (UU) Undergraduate. Dimension: 154 x 229 x 21. Weight in Grams: 446. . 1999. 1st Edition. Paperback. . . . . Books ship from the US and Ireland.

Seller Inventory # V9780787943172

Bibliographic Details

• Title: Service-Learning: A Movement s Pioneers Reflect on Its Origins, Practice, and Future
• Publisher: John Wiley & Sons Inc
• Publication Date: 1999
• Language: English
• ISBN 10: 0787943177
• ISBN 13: 9780787943172
• Binding: Soft cover
• Condition: New

About this title

Synopsis

"A frank, thorough history and review of service-learning....Service-Learning is a critical piece of the large service-learningmovement. It is an ideal guide for new service-learningprofessionals, faculty members, academic or service administrators,and hopefully, public policymakers."

--Pade Informer

In this fascinating collection of stories, leaders inservice-learning describe their early efforts to combine educationwith social action. Their reflections help construct a pedagogy ofservice-learning that will inspire newcomers and guide programdevelopment. The authors assess pioneering experiences andrecommAnd steps for future policy and practice, emphasizing thecritical need to preserve an activist commitment as programs becomeincreasingly institutionalized. This highly readable book willassist academic leaders, faculty members, student servicesprofessionals, educational researchers, adult educators, and publicpolicymakers who seek a common understanding of the origins,purposes, and objectives of this vital learning initiative.

About the Author

TIMOTHY K. STANTON is director of the Haas Center for Public Service at Stanford University. DWIGHT E. GILES, JR. is professor of the practice of human and organizational development at Vanderbilt University. NADINNE I. CRUZ is associate director of the Haas Center for Public Service at Stanford University.