This book examines key concepts, principles, and applications of the service-learning approach. It explores the theory, research, and practices of how service-learning is understood, implemented, and evaluated in different contexts.
This book examines key concepts, principles, and applications of the service-learning approach. It explores the theory, research, and practices of how service-learning is understood, implemented, and evaluated in different contexts.
Iqbal Ahmad is Assistant Professor as well as Head of the Department of Education, University of Malakand, Pakistan. He has a PhD in educational management and administration from Universiti Teknologi Malaysia and an MEd in educational leadership from Australian Catholic University. His research works have been published in many national and international reputed journals. He teaches educational management, research, and pedagogical courses to graduate and postgraduate students. Rani Gul is Assistant Professor at the Department of Education, University of Malakand, Pakistan. She has been in the field of teaching for the last 13 years. She has served at different academic and administrative positions and has vast teaching-learning experience at both national and international levels. Her research spans a wide range of issues covering different domains of educational psychology, linguistics, curriculum, pedagogy, teacher education, science education, and so forth. She has been engaged in teaching and supervision activities at undergraduate and postgraduate levels at both private and public sector universities.
Inhaltsangabe
1. Conceptualising Service Learning 2. Service Learning as Pedagogy 3. Service Learning and Diversity Attitude 4. Service Learning and Reflection 5. Assessment in Service Learning 6. Service Learning and Active Citizenship 7. Service Learning and Technology 8. Service Learning as Transformative Pedagogy 9. Service Learning as Civic Pedagogy 10. Service Learning Theories 11. Service Learning Models 12. Service Learning and Vocational Education 13. Factors Influencing Service Learning Implementation 14. Conclusions and Suggestions
1. Conceptualising Service-Learning 2. Service-Learning as Pedagogy 3. Service-Learning and Diversity Attitude 4. Service-Learning and Reflection 5. Assessment in Service-Learning 6. Service-Learning and Active Citizenship 7. Service-Learning and Technology 8. Service-Learning as Transformative Pedagogy 9. Service-Learning as Civic Pedagogy 10. Service-Learning Theories 11. Service-Learning Models 12. Service-Learning and Vocational Education 13. Factors Influencing Service-Learning Implementation 14. Conclusions and Suggestions
1. Conceptualising Service Learning 2. Service Learning as Pedagogy 3. Service Learning and Diversity Attitude 4. Service Learning and Reflection 5. Assessment in Service Learning 6. Service Learning and Active Citizenship 7. Service Learning and Technology 8. Service Learning as Transformative Pedagogy 9. Service Learning as Civic Pedagogy 10. Service Learning Theories 11. Service Learning Models 12. Service Learning and Vocational Education 13. Factors Influencing Service Learning Implementation 14. Conclusions and Suggestions
1. Conceptualising Service-Learning 2. Service-Learning as Pedagogy 3. Service-Learning and Diversity Attitude 4. Service-Learning and Reflection 5. Assessment in Service-Learning 6. Service-Learning and Active Citizenship 7. Service-Learning and Technology 8. Service-Learning as Transformative Pedagogy 9. Service-Learning as Civic Pedagogy 10. Service-Learning Theories 11. Service-Learning Models 12. Service-Learning and Vocational Education 13. Factors Influencing Service-Learning Implementation 14. Conclusions and Suggestions
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