This practical guide is intended for faculty and service-learning directors, combining the how-to information and rigorous intellectual framework that teachers seek. The book offers both theoretical background and practical pedagogical chapters which describe the design, implementation, and outcomes of teacher education service-learning programs, as well as annotated bibliographies, program descriptions and course syllabi.

This edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields. The contributing authors describe the programs they have developed at their universities and/or in their local communities, providing information about the rationale for their initiative, the design of the course, the outcomes of the experience, and other matters that will help literacy educators develop similar courses and experiences of their own.

In Safe Hands describes the evolution of voluntary service learning for teachers in the developing world. Hope One World (HOW), a charity of Liverpool Hope University, has provided needs-based service education for teachers in SOS schools in Africa, India and Sri Lanka for 20 years. The book is both uplifting and practical. Written by staff and students who took part in projects, it describes the inception of the charity and how it has developed.

A collection of the finest works of scholarship examining education - mostly higher education - as civic engagement published over the last decade in JAC, an award-winning journal of rhetoric, politics, and culture.

This is a highly practical book for anyone who is interested in establishing or maintaining a service learning program at the high school level. It comes at an opportune moment, following the recent passage of the National and Community Service Act of 1993. Explains the origins, purpose, goals, and principles of service learning; discusses program design options and factors that need to be considered when establishing a program; offers guidance on starting and operating a program; includes common obstacles, challenges. Appendixes list other sources of valuable information.

This book responds to the many recent calls for youth involvement in service as part of the public school curriculum. While service- learning holds many benefits for students, teachers, and communities, there are also many challenges to effectively incorporatie it into the curriculum. Each of the book's four parts provides a different scope and purpose. Community Service-Learning is a comprehensive resource that will be valuable for all those involved with K-12 service-learning programs.

This book describes how service learning, an intervention that can be both remedial or preventive and individual or systemic, can enable school psychologists to expand their role beyond special populations to serve students within the academic mainstream. It draws connections between the positive psychology movement, the nurturing of purpose in youth, and the benefits of service learning.