What Do We Most Need To Know about the Impact of Service-Learning on Student Learning?.

By Janet Eyler. 2000

209 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c646fceafe7770ce3e7394f2e14e3049b09b1d53

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Citations in the corpus

Service Learning in Life-Span Developmental Psychology: Higher Exam Scores and Increased Empathy (2007, background): “In addition to these methodological issues, little information exists regarding specific service learning strategies that would be beneficial in promoting academic performance (Eyler, 2000).”
Cognitive Outcomes of Service-Learning: Reviewing the Past and Glimpsing the Future (2002, background): “The difficulties lie in finding a valid way to define service-learning’s cognitive outcomes and, once defined, in developing a convincing way to measure them (Eyler, 2000).”
The Influence of Service Learning on Students' Personal and Social Development (2006, background): “2002); academic learning (Eyler 2000; Vogelgesang and Astin 2000); and civic engagement (Eyler et al.”
Of What Use Is It? Multiple Conceptualizations of Service Learning within Education. (2003, background): “Cruz and Giles (2000) state that the ‘‘service-learning research literature to date is almost devoid of research that looks at the community either as a dependent or independent variable’’ (p. 28).”
A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning (2012, background): “…define and organize these systematic pedagogical variations is outside the scope of our work here, and there are previous works that have begun to articulate the importance of these differences along with the need for a systematic organizing framework (e.g., Eyler, 2000; Bringle & Hatcher, 2000).”
The Articulated Learning: An Approach to Guided Reflection and Assessment (2004, background): “Eyler (2000) suggested that self-reporting leads to a confusion between student satisfaction and student learning, and she called for the development of mechanisms that support students in demonstrating concrete learning outcomes: “What is needed are measures that allow students to show us, rather t”
Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning (2009, background): “The students in these examples would all benefit from a process of strong reflection, to help them avoid what T.S. Eliot (1943) once described as having the experience but missing the meaning.”