Community Service Learning in Culturally Diverse Settings as a Springboard for Student Constructed Case Studies

By Alexandrowicz, Viviana | Education, Summer 2001 | Go to article overview

Community Service Learning in Culturally Diverse Settings as a Springboard for Student Constructed Case Studies


Alexandrowicz, Viviana, Education


In a teacher preparation methods course for elementary and secondary education at the University of San Diego, the integration of community service learning and the development and application of the case methods are proving a powerful approach to assess the teacher candidates' understanding and ability to apply university course content. In constructing their case studies, teacher candidates must provide information that will require readers to identify the factors that contribute to the situations or problems facing an immigrant child they are tutoring one-on-one. Along with case design, candidates provide their own evaluation of the case. These case studies are then reviewed by the instructor and distributed to other students for analysis and evaluation in class. This form of case methods development departs from the more traditional use of case studies where the instructor or textbook provides the students with the material to be analyzed. Instead of asking the students to analyze hypothetical cases in light of theory covered in class and field based learning experiences, they are asked to build cases themselves. This paper describes salient aspects of this interactive instructional approach that has effectively contributed to building bridges between theory and practice.

Incorporating Case studies as Part of Experiential Education

Case studies are useful because they provide college students with opportunities for decision making based on personal beliefs and educational theories (Greenwood & Parkay, 1988) that lead to effective practices. In adding experiential education or community service learning as an element for constructing case studies, these students are able to make professional decisions based on direct observation, interaction and practice with the subjects and school contexts with which they interact. Community service learning is a "pedagogical model that connects meaningful community service experiences with academic course learning" (Howard, 1993). It has proven effective to "socially engage students" (Alexander, 1993) and encourage active citizenship (Boyte & Farr, 1996). In the field of teacher education, research has shown that service learning helps to enhance prospective teachers "moral knowledge", and make them more aware of their own attitudes and biases. The experiences in the community also teach future teachers about inequities in the schools, and prepare them to teach populations who are culturally and linguistically diverse and different from them (Alexandrowicz & Kujawa, 1998; Anderson and Guest, 1993; Root & Bacheider, 1994: Root, 1997; Siegel, 1994; Sullivan, 1991).

The development of case studies by teacher candidates is part of a framework designed to achieve the course objectives for EDUC 145/245 "Methods for Language and Academic Development in English", which has an enrollment that ranges from 20 to 30 students each semester. These objectives include:

* Acquiring knowledge of theories and models of second language acquisition;

* acquiring knowledge of pedagogical factors affecting second language/literacy development;

* acquiring knowledge of cognitive and affective factors affecting second language learners development of literacy;

* developing an awareness of theory of bilingual education;

* acquiring knowledge about language arts programs for English learners;

* providing hands-on assessment of second language learners for instructional planning;

* developing and implementing lesson plans for language and academic development;

* becoming aware of the key issues that promote or hinder a student's access to equal and quality education;

* promoting an awareness of the relationship between socio-cultural contexts, second language development, and school success, and;

* understanding and being more sensitive to the process of language development and acculturation. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Community Service Learning in Culturally Diverse Settings as a Springboard for Student Constructed Case Studies
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.