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Service learning and literacy tutoring: Academic impact on pre-service teachers
ARTICLE

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TATE Volume 23, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

How does service learning impact content acquisition? Undergraduate pre-service teachers participating in a literacy tutoring service-learning experience are compared with pre-service teachers engaged in self-selected and independently directed tutoring sessions. The findings of this study support previous assertions that service-learning positively influences student academic achievement. The data gathered provide evidence that this positive influence is related to several design features. Specifically, the value placed on the service increased student motivation to learn course content. The frequency and variety of opportunities to reflect coupled with academic goals being embedded into the actual service experience strengthened connections between service and academic content.

Citation

Hart, S.M. & King, J.R. Service learning and literacy tutoring: Academic impact on pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 23(4), 323-338. Elsevier Ltd. Retrieved July 22, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2006.12.004

Keywords