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Case Study of Service-Learning as a Gateway to Constructivist Pedagogy for Asian International Students at a U.S. Institution of Higher Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Case Study of Service-Learning as a Gateway to Constructivist Pedagogy for Asian International Students at a U.S. Institution of Higher Education./
Author:	Greene, Thomas Joseph.
Description:	1 online resource (281 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Education policy. -
Online resource:	click for full text (PQDT)
ISBN:	9780355458411

Case Study of Service-Learning as a Gateway to Constructivist Pedagogy for Asian International Students at a U.S. Institution of Higher Education.
Greene, Thomas Joseph.

Case Study of Service-Learning as a Gateway to Constructivist Pedagogy for Asian International Students at a U.S. Institution of Higher Education. - 1 online resource (281 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Service-learning -- understood as field-based "experiential learning" with community partners as an instructional strategy --- supports higher education's dual-role as a resource for professional preparation and also the humanistic goals of civic engagement and lifelong learning. Through service-learning students apply what they are learning and reciprocally learn more through the process. Service-learning reflects a campus-community connection and that working with community partners is good preparation for citizenship, career, and life in general. Servicelearning is often linked to environments where constructivist pedagogy is practiced due to constructivism's emphasis on knowledge being created and understood within a social context. Post-secondary constructivist practices in the United States can be viewed as a continuation of normative educational practices at primary and secondary levels, and of the overall cultural values in the U.S. Learning/learner-centered values of education as a means of advancing citizenry, creating new knowledge, and supporting student success are not applied at the primary, secondary, and tertiary levels the world-over. Many international students (if coming from a behaviorist/instructivist pedagogical background) who pursue post-secondary education in the U.S. face challenges that are not necessarily related to time management, academic preparedness, work ethic, or even English-language abilities. Often unexpected challenges are related to the cultural divide between cultural-pedagogical approaches. This study investigates the impact of service-learning on Asian international students' understanding of and transition to a constructivist (active) learning environment. Under investigation is the efficacy of servicelearning as a potential threshold gateway by which Asian students bridge the cultural gap between their prior (generally, behaviorist/instructivist) learning experiences and the constructivist pedagogies that are generally found at U.S. institutions of higher education. A clearer understanding of service-learning's possible role in supporting international students' transition to U.S. higher educational environments stands to benefit, faculty, policy-makers, students, and the learning environments at large.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355458411Subjects--Topical Terms:

1107727
Education policy.
Index Terms--Genre/Form:

554714
Electronic books.

Case Study of Service-Learning as a Gateway to Constructivist Pedagogy for Asian International Students at a U.S. Institution of Higher Education.
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