Service learning and literacy tutoring: Academic impact on pre-service teachers

Abstract

How does service learning impact content acquisition? Undergraduate pre-service teachers participating in a literacy tutoring service-learning experience are compared with pre-service teachers engaged in self-selected and independently directed tutoring sessions. The findings of this study support previous assertions that service-learning positively influences student academic achievement. The data gathered provide evidence that this positive influence is related to several design features. Specifically, the value placed on the service increased student motivation to learn course content. The frequency and variety of opportunities to reflect coupled with academic goals being embedded into the actual service experience strengthened connections between service and academic content.

Reference

Hart, S. M., & King, J. R. (2007). Service learning and literacy tutoring: Academic impact on pre-service teachers. Teaching and Teacher Education, 23(4), 323-338. http://dx.doi.org/10.1016/j.tate.2006.12.004

Journal

Teaching and Teacher Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

mixed methods

Geographic Setting

United States

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

Elementary

Research Location Context

Community-based organization (CBOs)
Elementary school
Literacy methods course
outside of school tutoring program
Reading and language arts methods course
University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

Academic Semester

Data Sources

fieldnotes
Focus group interviews
pre-/post-assessment
Pre/Post survey
Questionnaire
written reflections/class papers

Data Analysis Tools

Content analysis
Likert Scale
Statistical analysis
t-test
Thematic analysis
Triangulation

Researcher Positionality

not stated

Research Questions

(1) Will pre-service teachers’ understanding literacy assessment techniques differ between an embedded SL (service learning) tutoring experience and a field-based tutoring experience? p. 324
Is this research question explicit from the manuscript? Yes

(2) What design characteristics of such experiences provided the greatest impact on pre-service teachers’ academic achievement? p. 324
Is this research question explicit from the manuscript? Yes

Additional questions added after initial analysis was completed: ‘‘If both groups reported that the tutoring experiences facilitated their learning, why did one group report their learning at a higher level? In what ways did the SL context promote a sense of higher academic achievement?’’ p. 327
Is this research question explicit from the manuscript? Yes