In the service of learning and empowerment : service-learning, critical pedagogy, and the Problem-Solution Project

Too often teachers and students doubt their own abilities to forge collective work and dynamic critical learning in the midst of education reform practices that limit their opportunities to do so. This doubt can be heightened for elementary school teachers or even their students who are led to belie...

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Bibliographic Details
Main Authors Stenhouse, Vera L. (Author), Jarrett, Olga S. (Author), Williams, Rhina M. Fernandes (Author), Chilungu, E. Namisi (Author)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K : Emerald Publishing Limited : Information Age Publishing Inc., 2014.
Subjects
Service learning > Study and teaching (Elementary) > United States.
Experiential learning > Study and teaching (Elementary) > United States.
Group problem-solving > Study and teaching (Elementary) > United States.
Community and school > United States.
Problem-Solution Project
Education > Philosophy, Theory & Social Aspects.
Philosophy and theory of education.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806612772
DOI10.1108/978-1-62396-546-4
Physical Description1 online resource (xxvii, 276 pages)

Cover

Table of Contents:
  • Acknowledgements
  • Foreword
  • Introduction
  • Part I. Fostering empowerment through service-learning, critical pedagogy, constructivism and the problem-solution project
  • Chapter 1. The problem-solution project: Philosophical roots and influences
  • Part II. The problem-solution project assignment with inservice teachers and their pre-k to 5th grade students
  • Chapter 2. The problem-solution assignment with newly certified teachers
  • Chapter 3. When I first began to teach it: Reflection on inheriting the
  • Chapter 4. Problem-solution project assignment, namisi's story
  • Chapter 5. The problem-solution project assignment with veteran teachers, rhina's story
  • Part III. Voices of inservice teachers engaged in problem-solution projects with pre-k-5th grade students
  • Chapter 6. Aren't they too young to do a problem-solution project?: Underestimating the ability of young children to solve problems
  • Chapter 7. What are we going to do about it?: Fostering agency through language
  • Chapter 8. They came to school early to work on the project: School as a place to be, education as worthwhile
  • Chapter 9. It's ok to help oneself: Self-help, self-empowerment
  • Chapter 10. They see a lot of what is wrong: Direct community connections
  • Chapter 11. I let the students take control: Student-centered, student-driven, enhanced learning
  • Chapter 12. I could not ignore their desire to solve a challenge: Teachers as central to the solution
  • Chapter 13. I met so many of the required standards: Engaged learning as meeting standards not standardizing instruction
  • Chapter 14. Students made the mess and should have to live with the consequences: Encountering resistance, countering with persistence
  • Chapter 15. Doing the problem-solution project has greatly influenced the way I teach: Beyond the requirement of doing the problem-solution project
  • Chapter 16. Advice, guidance, and insights: Inservice teachers' insights on implementing the problem-solution project
  • Part IV. The preservice teacher cohort experience
  • Chapter 17. The problem-solution project assignment with preservice teachers
  • Chapter 18. Cultivating an empowering education and the salience of power: Challenges, tensions and lessons learned
  • Chapter 19. Instructors' perspectives on implementing problem-solution projects with preservice teachers: A dialogue
  • Part V. The problem-solution project and an empowering education: Implications
  • Chapter 20. An empowering education and the problem-solution project
  • Chapter 21. Considerations for practice, policy, teacher education, and teacher preparation
  • References.

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