Index
ISBN: 978-1-78714-185-8, eISBN: 978-1-78714-184-1
ISSN: 1479-3636
Publication date: 15 November 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Service-Learning (International Perspectives on Inclusive Education, Vol. 12), Emerald Publishing Limited, Leeds, pp. 265-269. https://doi.org/10.1108/S1479-363620170000012016
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
Action phase of service-learning
, 202–204
Adverse Childhood Experiences (ACEs) framework
, 219
American School of Barcelona (ASB)
early childhood service-learning
, 161
elementary service-learning
, 161–165
high school service-learning
, 166–171
international service-learning mission
, 171–172
middle school service-learning
, 165–166
mission and vision
, 160
structures to support service-learning
, 160–161
Attitudes
, 197, 198, 199, 200, 204
Attitudinal Theory
, 197, 198
Beagle Bay community context
, 178–179
Beagle Bay Immersion Program
, 176, 177, 178–183
Bloom’s taxonomy
, 83
Bridging through Art
, 170
CAS (Creativity, Action, and Service) program
, 166
Christian Service-Learning Program
, 117–118, 176–178
Community Attitudes toward Mental Illness scale (CAMI)
, 230
Community-based research (CBR)
, 217, 223, 225, 226
Community of Inquiry
, 58, 61–64
Community sector organisations (CSOs)
, 97
Community Service Model
, 160
Continuous traumatic stress
, 219
Cultural transformation
, 24, 30, 31, 32
Curriculum and Re-engagement (CARE) schools
, 251
Deep learning
, 220, 227
Defining of service-learning
, 4, 41, 76–79
Demonstration phase
, 204
Department for Child Protection and Family Support (DCPFS)
, 97
Department of Child Protection (DCP)
, 99
Differentiated learning
, 127
Direct service service-learning courses
, 217
Disabilities
, 198–200
inclusion of students with
, 196
Discipline-based service-learning
, 7
The Discovery Book Club structure
, 97–98, 101
Diversity
, 87–88
Early childhood service-learning
, 161
Eddie’s Van
, 146
Elementary schools, service-learning
action
, 78
art of teaching
, 89–92
connection to curriculum
, 81–83
defining
, 76–79
demonstration
, 78
diversity
, 87–88
duration and intensity
, 86
effective
, 79–89
investigation phase
, 77
meaningful service
, 79–81
partnership
, 88–89
planning phase
, 78
progress monitoring
, 85–86
reflection
, 78, 83–85
questions and prompts for
, 84
youth voice
, 86–87
Elementary service-learning
, 161–165
Engaging students in service-learning
, 90
Ethics
, 60
Feed the Future
, 170
‘Head, heart and hands’ model
, 116
HelpMyCash.com
, 169
High school, differentiated learning
, 127
High school service-learning
, 166–171
Holistic approach
, 119
Human Research Ethics Committee (HREC)
, 101
Inclusive education
conceptualization of
, 11
defining and clarifying
, 10
human-rights foundation to
, 12
in practice
, 12–13
and service-Learning
, 13–15
understanding
, 10–12
Inclusivity
, 54, 257
Intellectual transformation
, 24, 29, 30, 31, 32, 33, 34
International service-learning mission
, 171–172
International service-learning program
data analysis
, 27–28
frameworks and theories
, 23–25
impacts on teaching
, 32–33
method
, 27
overview of
, 25–26
participants
, 26
personal growth
, 28–30
relationships with others
, 30–31
wider society views
, 33
Interpretivism
, 105
Investigation phase
, 77, 200
IPARDC
, 77
Junior Service Program (JSP)
, 117
membership
, 118–119
recognition
, 121
reflection
, 120
structured activities
, 119–120
voluntary
, 118
K-12
, 8–10
Kaye’s Personal Inventory process
, 130
Kiely’s dimensions
, 27–28
Learning experience
, 127–128
Literature on service-learning
, 222
Mary’s Meals
, 170–171
Meaningfulness
, 81
Mental health
higher education
, 230–233
service-learning
, 229–230
strengths and limitations
, 235–237
University of Notre Dame
, 233–235
Michigan State University’s College of Osteopathic Medicine (MSUCOM)
, 171, 172
Middle school service-learning
, 165–166
Moral transformation
, 24, 30, 31, 34
National Aborigines and Islander Day Observance Committee (NAIDOC)
, 180, 188
Non-Government Organization (NGO)
, 163
Nyul-Nyul culture
, 180
Occupational therapy
, 232
Partnership
, 88–89
Personal development
, 208
Personal transformation
, 23, 24, 29, 33, 36
Perspective transformation
, 23
Political transformation
, 24, 29, 34, 36
Post-Traumatic Stress Disorder (PTSD)
, 219
Poverty
inclusive definition
, 219–222
service-learning
, 216–218
students from
, 227–229
and tertiary education
, 218
through policy
, 225–227
through relationships
, 223–225
through service-learning
, 222–223
Preparation phase
, 202
Pre-service secondary teacher qualification
context
, 244–245
experience
, 251
inclusivity
, 257–259
participants
, 245–248
personal and professional development
, 248, 250
placements
, 246
research, purpose and significance of
, 243–244
results
, 248–257
in tertiary educational context
, 242–243
theoretical framework
, 246–247
Pre-service teachers
, 26, 56, 107–108, 196, 197, 200, 202, 204, 205, 251, 256–258
Problem-based service-learning
, 7
Progress monitoring
, 85–86
Psycho-cognitive strength
, 142
‘Pure’ service-learning
, 7, 242
Quality standards
, 79
Racine Friendship Clubhouse (RFC)
, 231
Reciprocity
, 65–66, 96, 165
Reflection
, 15, 54–55, 60, 83, 134–135, 201
and ethical capacities
, 64–68
quality of
, 55–57
Reflective Judgment Model
, 58
Refugee Homework Centre
, 141
Sacred Heart School
, 179–187
School context, cultural change
, 145–146
Self-corrective thinking
, 59
Self-examination
, 65
Semantic and episodic memory
, 143
Semantic Memory
, 140–141
Service-learning
, 57
action
, 133–134
attitudes change
, 197–199
benefits of
, 9
Christian
, 6
community of inquiry
, 61–64
core concepts
, 143–146
definitions of
, 4, 41–42
demonstration
, 135–137
discipline-based
, 7
elementary schools
art of teaching
, 89–92
connection to curriculum
, 81–83
defining
, 76–79
diversity
, 87–88
duration and intensity
, 86
effective
, 79–89
meaningful service
, 79–81
partnership
, 88–89
progress monitoring
, 85–86
reflection
, 83–85
youth voice
, 86–87
facilitating reflective and collaborative inquiry
, 57–58
frameworks and theories
, 23–25
higher education
, 230–233
in higher education
, 7–8
implementation of
, 5
important feature of
, 7
and inclusion
, 48–49
inclusive experience
, 199–205
inclusivity and marginalised
, 150–152
inclusivity, core concepts linked to
, 142–143
investigation
community investigation
, 131–132
personal investigation
, 130–131
Jewish
, 6
K-12
, 8–10
learning process in
, 140–142
logistical considerations
, 205–206
and mental health
, 229–230
personal experiences of volunteering
, 43–44
tertiary experiences
, 44–47
personal impact of
, 9, 47
philosophical and ethical underpinnings of
, 59–61
and poverty
, 216–218
preparation and planning
, 132–133
pre-service secondary teacher qualification
context
, 244–245
experience
, 251
inclusivity
, 257–259
participants
, 245–248
personal and professional development
, 248, 250
placements
, 246
research, purpose and significance of
, 243–244
results
, 248–257
in tertiary educational context
, 242–243
theoretical framework
, 246–247
pre-service teacher experiences
, 206–211
psycho-cognitive strength
, 142
quality of reflection
, 55–57
reflection
, 134–135
reflection and ethical capacities
, 64–68
reflection in
, 54–55
remarkable growth in
, 7
research
, 146–148
results
, 148–150
in special education
, 197
stages and phases.
, 56
stages of
, 130
in tertiary environments
, 196–197
understanding
, 4–7
use of
, 7
volunteering
, 42–43
personal experiences of
, 43–44
personal impact of
, 47
and volunteering
, 47–48
See also international service-learning program
Service-Learning Coordinator
, 161–163, 169
Service-learning courses
, 217
Service-learning model of implementation, six stages of
, 100
Service-learning programs
, 14
Sharing to Learn program
, 167
Shepherd Higher Education Consortium on Poverty (SHECP)
, 223
Sociology of Mental Illness
, 231
Spiritual transformation
, 24, 28, 29, 33, 34
Sustainable Development Goals (SDG)
, 12
Theory of Planned Behaviour
, 198–199
Time-consumption for service learning
, 92
Transforming forms
, 33–34
Volunteering
, 42–43
personal experiences of
, 43–44
personal impact of
, 47
and volunteering
, 47–48
Webb’s Depth of Knowledge
, 83
Western Australian Catholic secondary schooling
, 176–178
Whale of a Tale Reader Mentor Program
The Discovery Book Club structure.
, 98
programme preparation
, 100–102
project action
, 102–103
project demonstration and celebrations
, 104
project investigation
, 99–100
project reflection
, 103–104
project structure
, 99
purpose and research questions
data analysis
, 106–111
data collection
, 106
participants
, 105–106
significance
, 106–107
research evaluation of
, 104–105
Youth voice
, 86–87
- Prelims
- Section I Theoretical Perspectives of Service-Learning for Supporting Inclusive Education
- Chapter 1 Introduction to Service-Learning and Inclusive Education
- Chapter 2 International Service-Learning: Preparing Teachers for Inclusion
- Chapter 3 Service-Learning, Volunteering and Inclusion from a Pre-Service Teacher’s Perspective
- Chapter 4 Building Ethical Capacity: Inclusiveness and the Reflective Dimensions of Service-Learning
- Section II Primary School Service-Learning and Inclusion
- Chapter 5 Implementing Service-Learning in Elementary Schools to Enhance Inclusion
- Chapter 6 The Whale of a Tale Reader Mentor Program for Children Who Have Experienced Trauma
- Chapter 7 Junior School Service Program
- Section III Secondary School Service-Learning and Inclusion
- Chapter 8 Differentiated Learning in High School Through a Dynamic Service-Learning Approach
- Chapter 9 Making the Margins Real: The Contribution of a Service-Learning Program to Building a More Inclusive Culture within the Secondary School
- Chapter 10 Unique Service-Learning in Barcelona
- Chapter 11 Building Relationships: Facilitating Cultural Inclusivity Through Christian Service-Learning Immersion Programs
- Section IV Tertiary Service-Learning and Inclusion
- Chapter 12 Changing Attitudes of Pre-Service Teachers Towards Inclusion Through Service-Learning
- Chapter 13 Service-Learning in Higher Education: Teaching about Poverty and Mental Health
- Chapter 14 The Value of Service-Learning in a Pre-Service Secondary Teacher Qualification
- Index