Community Engagement Program Implementation and Teacher Preparation for 21st Century Education

Community Engagement Program Implementation and Teacher Preparation for 21st Century Education

Cathryn Crosby (Teachers College Columbia University, USA) and Frederick Brockmeier (Northern Kentucky University, USA)
Indexed In: SCOPUS
Release Date: August, 2016|Copyright: © 2017 |Pages: 330
ISBN13: 9781522508717|ISBN10: 1522508716|EISBN13: 9781522508724|DOI: 10.4018/978-1-5225-0871-7

Description

Education in the 21st century has been tasked with preparing students to begin the journey towards a place in their communities in which they feel fulfilled and autonomous. Service learning is one way to introduce students to careers and knowledge that will prepare them for a successful life.

Community Engagement Program Implementation and Teacher Preparation for 21st Century Education examines the many ways in which community engagement is carried out in all educational settings, from K-12 to higher education. This publication is unique in its mission to examine these topics from a holistic perspective. From online education to volunteer organizations, this book gives educators, administrators, community volunteers, and students a window into the successful deployment of such programs to prepare students for a global society.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Community-Engaged Science Education
  • Counter-Schooling
  • E-Service Learning
  • Experiential Learning
  • Leadership Skills
  • Place-Based Education
  • Service-Learning

Reviews and Testimonials

This volume compiles 14 articles by education and other specialists from the US, UK, Mexico, and China, who address community engagement program implementation and service learning, with an emphasis on teacher preparation. They discuss collaborations across curricula and educational contexts, such as mutual and reciprocal schooling between K-12 students, college students, and faculty, as well as working with English language learners, place-based education, science education, and international experiences; community engagement and service learning online; and other aspects, such as service learning for children.

– Protoview Reviews

Providing opportunities and examples where students can learn through involvement in community, this volume is part of the Advances in Educational Marketing, Administration, and Leadership (AEMAL) Book Series which focuses on contemporary trends and research in education.
Contributions to this collection were overseen by editors Cathryn Crosby and Frederick Brockmeier and an editorial advisory board. The book is divided into three sections: Community Engagement Collaboration across Curricula and Contexts, Community Engagement Online, and Further Considerations. Chapters have solid introductions and the conclusion and references at the end of chapters provide researchers with pathways to further study. Black-and-white tables, charts, and figures provide additional data. Other useful tools such as a glossary of terms are found at the conclusion of each chapter. Back Matter is adequate though the index is only marginal.
Community is crucial to pedagogy in the twenty-first century. Whether global or local, service learning is a way to understand and participate in community life. Active learning, and being engaged in the experience, leads to quality learning for future educators and their community of students; the reciprocal nature of this learning expands the educational impact for all. The studies here come from a global perspective and also share individual perspectives. Such chapters as " Collaborations between Elementary Schools and Higher Education: Lessons Learned from Community-Engaged Science Education Efforts," "The Tamaula Project: Service Learning in Central Mexico," "Calling for Children Friendly Community Life: Voices of Children and Parents from China," giv a sense of the scope of this work.
Service learning is a key component to developing community partnerships and authentic learning. Community Engagement Program Implementation and Teacher Preparation for 21st Century Education is a solid introduction for understanding the philosophy of service learning for elementary students up through preservice teachers. Educators, administrators, and community volunteers will benefit from the inspiration and project research included here.

– Janis Minshull, ARBA Reviews

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Dr. Cathryn Read Crosby is faculty in the TESOL/AL Program at Teachers College, Columbia University, where she also heads the MA TESOL degree. Her research interests include: preparing teachers to work with English language learners, service-learning, academic literacies, and feedback-on-feedback. Her most recent publications include: “Teaching U.S-Educated Multilingual Writers across Classrooms and Institutions”, In Teaching U.S.-Educated Multilingual Writers: Practices from and for the Classroom, (Fall 2015); “Service-eLearning in TESOL Teacher Preparation”, Ohio TESOL Journal (Winter, 2014); “Integrating Service-Learning into a Course on Teaching English Language Learners”, PACTE Journal, (Fall 2014); and “Developing Global Literacy Skills of K-12 Content-Area Teachers of English Language Learners (ELLs) through Service-Learning”, In Promoting Global Literacy Skills through Technology-Infused Teaching and Learning, IGI-Global Publishing, (2014).
Frederick Brockmeier’s career path has been as a trial lawyer, legal adviser, trial consultant, counselor and facilitator. He earned a Bachelor Degree in Philosophy from the University of Cincinnati. He served on active duty in the Navy as a Supply Officer and continued for another 22 years ending when he was selected for Captain as the Commanding Officer of Navy (combat) Cargo Handling Battalion, RCHB - 9. After the conclusion of his active duty, he graduated with a Juris Doctorate from the University of Cincinnati College of Law and began practice as an attorney specializing in medical malpractice defense. Over the succeeding years, he concluded post-graduate work at the U. S. Naval War College in Strategy and Policy and in Defense Economics and Decision Making and from the University of the South School of Theology. He returned to graduate school for a Ph.D. in Psychology from the Union Institute and University. He currently holds a full-time position at Northern Kentucky University in the Organizational Leadership program in 2005. He has published articles on the use of technology in higher education and integration of service learning into distance learning.

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