Chaos Is the Poetry: From Outcomes to Inquiry in Service-Learning Pedagogy.
The article discusses the quantifiable learning outcomes in schools that indicate the tangible value of efficiency and effectiveness of instruction and curriculum. It argues that approaches and best practices can only guide but do not guarantee the desired learning possibilities. It cites varied inc...
| Publicado en: | College Composition & Communication Vol. 60; no. 4; pp. 683 - 707 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
National Council of Teachers of English
Jun2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=43697911&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 43697911 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0010096X CCC jtl: College Composition & Communication issn: 0010096X maglogo: N pubinfo: dt: Jun2009 vid: 60 iid: 4 pid: 286 pub: National Council of Teachers of English artinfo: ui: 43697911 10.58680/ccc20097192 ppf: 683 ppct: 24 formats: tig: atl: Chaos Is the Poetry: From Outcomes to Inquiry in Service-Learning Pedagogy. aug: au: Stenberg, Shari J. Whealy, Darby Arant affil: Associate Professor of English and Coordinator of the Faculty Leadership for Writing Initiative, University of Nebraska-Lincoln Teaches Literature and Writing, Grace University su: Educational outcomes Learning Curriculum Classroom management Teaching methods Literacy sug: subj: Educational outcomes Learning Curriculum Classroom management Teaching methods Literacy ab: The article discusses the quantifiable learning outcomes in schools that indicate the tangible value of efficiency and effectiveness of instruction and curriculum. It argues that approaches and best practices can only guide but do not guarantee the desired learning possibilities. It cites varied incidents in a service-learning literacy course with problems in classroom management that calls for reassessment of teaching methods and interventions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2009 holdings: @attributes: islocal: N |
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