Group differences in academic achievement: Service learning in a child psychology course

Teaching of Psychology

Volumn 32, Issue 1, 2005, Pages 56-58

  Miller, Kari Knutson ^a   Yen, Shu Chen ^a  

^a CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12944250779     PISSN: 00986283     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (7)

1. Connor-Linton, J. (1995). An indirect model of service-learning: Integrating research, teaching, and community service. Michigan Journal of Community Service Learning, 2, 105-111.
2. Hardy, M. S., & Schaen, E. B. (2000). Integrating the classroom and community service: Everyone benefits. Teaching of Psychology, 27, 47-49.
3. Knutson Miller, K., Yen, S., & Merino, N. (2002). Service-learning and academic achievement in an undergraduate child develop ment course: Findings, challenges, and recommendations. In A. Furco & S. Billig (Eds.), Advances in service-learning research: Service-learning through a multidisciplinary lens (Vol. 2, pp. 199-213). Greenwich, CT: Information Age.
4. Marcus, G. B., Howard, J. P. F., & King, D. C. (1993). Integrating community service and classroom instruction enhances learning: Results from an experiment. Educational Evaluation and Policy Analysis, 15, 410-419.
5. Reeb, R. N., Sammon, J. A., & Isackson, N. L. (1999). Clinical application of the service-learning model in development: Evidence of educational and clinical benefits. Journal of Prevention & Intervention in the Community, 18, 65-82.
6. Shastri, A. (2001, March). Examining the impact of service-learning among preservice teachers. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Dallas, TX.
7. Strage, A. A. (2000). Service-learning: Enhancing student learning achievement in a college-level lecture course. Michigan Journal of Community Service Learning, 7, 5-13.