The Effects of Participating in a Service-Learning Experience on the Development of Self-Efficacy for Self-Regulated Learning of Third Graders in an Urban Elementary School in Southeastern United States

Abstract The teacher-researcher employed multiple methods in this action research to analyze the effects of service-learning on the self-efficacy for self-regulated learning of her third-grade music students as they participated in an intergenerational project--sharing music and writing with residents in a local nursing home. Quantitative data were analyzed using independent samples t-tests and regression analyses. The quantitative data included the results from the Children\u27s Self-Efficacy Scale (Bandura, 2006) and progress rating scales administered by the teacher-researcher. Emergent coding of qualitative data revealed recurring themes derived from the following sources: observation and field notes, students\u27 reflective journals, student and teacher interviews, classroom artifacts, and informal discussions with the homeroom teacher. Qualitative results supported the findings of the quantitative analyses. The analyses revealed that the students who participated in a service-learning experience improved their self-efficacy ratings for self-regulated learning significantly more than the students who did not participate in service-learning during the three-month project

Examining Preservice Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music

[EN] The sense of efficaciousness for teaching diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. Both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners, potentially contributing to a positive impact on their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. Keywords: Self-Efficacy, Diverse Learners, Music Integration, Scholarship of Teaching and LearningArrington, N. (2017). Examining Preservice Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 766-774. https://doi.org/10.4995/HEAD17.2017.5415OCS76677

Enriching Teaching and Learning in a Teacher Education Course through a Field Experience Choice Assignment in Service-Learning

With a purpose of enriching teaching and learning in her classroom, an early childhood education professor implements a service learning option into an introductory curriculum course with 25 students (preservice teachers) enrolled. The study, using both qualitative and quantitative means, measures the attainment of course objectives in students; and compares their ratings statements and coded narrative reflections. Results indicate that the eight students engaged in service learning in their field experience did as well as the 17 students not engaged in service learning on their pre- and post-test analysis, and in their final grades. The student reflections revealed that students participating in service-learning experienced richer learning experiences than those participating in the traditional assignment. Additionally, the service-learning participants indicate a greater sense of civic responsibility, and ability to lead their P-5 students to a greater awareness of their civic responsibility. Recommendations include implementing service-learning with all preservice teachers enrolled in this course, developing appropriate strategies for assessment of effects of service-learning, and conducting further studies on servicelearning in teacher education programs

Service-Learning with Young Students: Validating the Introduction of Service-Learning In Pre-Service Teacher Education

Founded on experience as a practitioner and teacher action-researcher in an elementary school setting, the author shares this study as a validation for introducing the methodology of service-learning in teacher preparation programs. Multiple methods were used in this action research to analyze the effects of participating in a service-learning experience on the self-effi cacy for self-regulated learning of a class of third-grade music students as they participated in an intergenerational project—sharing music and writing with residents in a local nursing home. The quantitative data included the results from the Children’s Self-Effi cacy Scale (Bandura, 2006) and progress rating scales administered by the teacher-researcher. These data were analyzed using independent samples t-tests and regression analyses. The qualitative data included observation and fi eld notes, students’ refl ective journals, student and teacher interviews, classroom artifacts, and informal discussions with the homeroom teacher. Emergent coding of these qualitative data revealed recurring themes, and the results supported the fi ndings of the quantitative analyses. The analyses revealed that the students who participated in the service-learning experience improved their self-effi cacy ratings for self-regulated learning signifi cantly more than the students who did not participate in the project. These fi ndings provide support for teacher education programs to introduce their pre-service teachers to service-learning in order that they will be prepared to implement meaningful experiences in their future classrooms

Preservice Teachers’ Impact on Student Learning

The purpose of this study was to systematically investigate preservice teachers’ impact on P-5 student learning. This quantitative study included 1,640 P-5 students taught by 68 preservice teachers in three practicum tiers who responded to our request and submitted P-5 students’ pre- and post- assessment results. A t test was used to examine differences in the normalized gain scores and a set of regression tests to investigate the differences in the student learning outcomes among variables. The results indicate significant difference in P-5 student learning outcomes after the unit instruction by preservice teachers and no difference among variables, which suggests that P-5 students perform equally well taught by pre-service teachers in all tiers. Discussions were included

Developing a Service-Learning Student Facilitator Program: Lessons Learned

The Service-Learning Student Facilitator Program originated from the first author who was engaged in service learning and sought to transform her ideas into a sustainable project that could be reproduced annually. The purpose of this program was to train and certify students as facilitators so that they could assist faculty members in implementing service-learning experiences in their courses in various disciplines across the campus. Student participants became effective leaders of service-learning projects, developed great respect for the methods of service-learning, and expressed a desire for a deeper understanding of its theoretical basis. Their feedback, along with lessons learned, helped shape training in subsequent semesters. These lessons, which are shared, are valuable to those planning to develop similar programs in their universities

Enhancing Preservice Teachers' Self-Efficacy for Teaching Diverse Learners: Capturing Young Students' Attention through a Read-a-loud and Music

Abstract: The sense of efficaciousness for engaging diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. In this case study, both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for engaging and meeting needs of diverse learners in the elementary classrooms.  The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners; therefore, providing potential to positively impact their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. Keywords: self-efficacy, preservice teachers, creative arts, diverse learners, Scholarship of Teaching and Learning

Scholarship of Teaching & Learning: Who, what, when, where, why, and how?

Published in Proceedings of the 39th Georgia Educational Research Association Conferenc

The Scholarship of Teaching & Learning: Who, What, When, Where, Why, and How?

This session will present a panel discussion of the Scholarship of Teaching & Learning [SoTL]. Panelists include: scholars new to SoTL and those with over a decade’s experience with it, the editor of a pre-eminent international SoTL journal, the chair of a pre-eminent international SoTL conference, and a University System of Georgia SoTL Award winner. The panel will discuss what SoTL is (and is not), the value of SoTL, how to get started with SoTL research projects, how to contextualize and theoretically ground SoTL research, how SoTL both informs and dovetails with teaching, and will provide examples of SoTL projects at both the undergraduate and graduate level

The Scholarship of Teaching & Learning: Who, what, when, where, why, and how?

Panel symposium presented at the 2014 Georgia Educational Research Association Conference, Savannah, GA. This session will present a panel discussion of the Scholarship of Teaching & Learning [SoTL]. Panelists include: scholars new to SoTL and those with over a decade’s experience with it, the editor of a pre-eminent international SoTL journal, the chair of a pre-eminent international SoTL conference, and a University System of Georgia SoTL Award winner. The panel will discuss what SoTL is (and is not), the value of SoTL, how to get started with SoTL research projects, how to contextualize and theoretically ground SoTL research, how SoTL both informs and dovetails with teaching, and will provide examples of SoTL projects at both the undergraduate and graduate level