東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

An examination of the service-learni...

Duff, Cathy J.

Linked to FindBook

Google Book

Amazon

博客來

An examination of the service-learning program at a comprehensive university through the lenses of program theory and institutional theory.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An examination of the service-learning program at a comprehensive university through the lenses of program theory and institutional theory./
Author:	Duff, Cathy J.
Description:	175 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0858.
Contained By:	Dissertation Abstracts International67-03A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3210351
ISBN:	9780542592126

An examination of the service-learning program at a comprehensive university through the lenses of program theory and institutional theory.
Duff, Cathy J.

An examination of the service-learning program at a comprehensive university through the lenses of program theory and institutional theory. - 175 p.

Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0858.

Thesis (Ed.D.)--University of Central Florida, 2006.

Case study design, employing qualitative research methods, was used to document and examine a mandatory service-learning program at a new, comprehensive, public university. The study examined service-learning from multiple perspectives. Institutional theory provided a framework for examining the influence of the environment on the conceptualization, adoption, and implementation of service-learning. Program theory was used to identify and analyze the program's conceptual underpinnings, including goals and objectives, intended outcomes for students, and program processes. Knowledge of how a program is supposed to work is useful for developing assessment questions, evaluating institutional effectiveness, and improving program performance.

ISBN: 9780542592126Subjects--Topical Terms:

626654
Education, Sociology of.

An examination of the service-learning program at a comprehensive university through the lenses of program theory and institutional theory.
LDR:02921nmm 2200301 4500 001 1828295
005 20071112135244.5
008 130610s2006 eng d
020 $a 9780542592126
035 $a (UMI)AAI3210351
035 $a AAI3210351
040 $a UMI $c UMI
100 1 $a Duff, Cathy J. $3 1917198
245 1 3 $a An examination of the service-learning program at a comprehensive university through the lenses of program theory and institutional theory.
300 $a 175 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0858.
500 $a Adviser: Levester Tubbs.
502 $a Thesis (Ed.D.)--University of Central Florida, 2006.
520 $a Case study design, employing qualitative research methods, was used to document and examine a mandatory service-learning program at a new, comprehensive, public university. The study examined service-learning from multiple perspectives. Institutional theory provided a framework for examining the influence of the environment on the conceptualization, adoption, and implementation of service-learning. Program theory was used to identify and analyze the program's conceptual underpinnings, including goals and objectives, intended outcomes for students, and program processes. Knowledge of how a program is supposed to work is useful for developing assessment questions, evaluating institutional effectiveness, and improving program performance.
520 $a The study included a review of the history of service-learning at the university. Data were collected during the fall 2005 semester and were analyzed using both process and variance modes. Data sources included the following: 35 documents, which spanned the years 1991--2005; interviews with seven faculty members and four academic administrators; and observations of three meetings of service-learning courses, a Government and Not-for-Profit Service Learning Job Fair, and five meetings where service-learning was a primary topic of discussion. Previous studies served as the basis for the following researcher-developed constructs used to code text across data sources: social/civic outcomes, personal outcomes, learning outcomes, and career outcomes . Findings suggest that the goals and outcomes associated with service-learning found in university documents clustered around social and civic involvement, while outcomes reported by faculty during interviews focused on students' personal development and learning related to course content. In general, university documents contained goals and objectives written in vague language, a finding a consistent with previous studies.
590 $a School code: 0705.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Public and Social Welfare. $3 1017909
650 4 $a Education, Higher. $3 543175
690 $a 0340
690 $a 0630
690 $a 0745
710 2 0 $a University of Central Florida. $3 1018467
773 0 $t Dissertation Abstracts International $g 67-03A.
790 1 0 $a Tubbs, Levester, $e advisor
790 $a 0705
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3210351