International Journal of Research on Service-Learning in Teacher Education <p>The <em>International Journal of Research on Service-Learning in Teacher Education (IJRSLTE)</em> is co-sponsored by the International Center for Service-Learning in Teacher Education which is housed at Duke University and the SIG-Service-Learning &amp; Experiential Education of the American Educational Research Association (AERA). As an international journal, the articles provide a forum for exchanging insights throughout the world. The journal publishes manuscripts that advance scholarship on service-learning in teacher education through descriptions of empirical research, synthesis of research, analysis of policy, or discussion of theoretical positions. Although articles do not focus solely on description of a program, practitioner research is featured. The journal also publishes book reviews.</p> <p>The <em><em>International Journal of Research on Service-Learning in Teacher Education </em></em>uses a blind, peer-review process.<em> IJRSLTE </em>provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Read our <a title="Policies" href="" target="_blank" rel="noopener">Open Access policy</a> for more detailed information.</p> <p><strong>Editors: </strong></p> <ul> <li>Kathleen Tice (<a href=""></a>)</li> <li>Jean Strait (<a href=""></a>)</li> <li>Andy Furco (<a href=""></a>)</li> </ul> <p><strong>Editorial Board:</strong></p> <ul> <li>Virginia Jagla (<a href=""></a>)</li> <li>Joseph Erickson (<a href=""></a>)</li> <li>Marshall Welch (<a href=""></a>)</li> <li>Alan Tinkler (<a href=""></a>)</li> <li>Barri Tinkler (<a href=""></a>)</li> <li>Timothy Murphy (<a href="mailto:Timothy.Murphy@ul.e">Timothy.Murphy@ul.e</a>)</li> </ul> <p><strong>Review Board:</strong></p> <ul> <li>Kathy Bussert-Webb (<a href=""></a>)</li> <li>Larry Nelson(<a href=""> </a>)</li> <li>Joseph (Joe) Erickson (<a href=""></a>)</li> <li>Virginia Jagla (<a href=""></a>)</li> <li>Marjorie Krebs (<a href="mailto:"></a>)</li> <li>Carol A. Marchel (<a href=""></a>)</li> <li>Paul Matthews (<a href=""></a>)</li> <li>Timothy Murphy (<a href=""></a>)</li> <li>Neivin Shalabi (<a href=""></a>)</li> <li>Rob Shumer (<a href=""></a>)</li> <li>Teresa Davis (<a href=""></a>)</li> <li>Debra Nitschke Shaw (<a href=""></a>)</li> </ul> UTA Libraries Mavs Open Press en-US International Journal of Research on Service-Learning in Teacher Education 2333-8024 Authors who publish with this journal agree to the following terms:<br /><ol><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal: <a><em>International Journal of Research on Service-Learning in Teacher Education</em></a></li></ol> A Visit With . . . Barbara Holland Barbara Holland Copyright (c) 2019 Barbara Holland 2019-12-05 2019-12-05 6 1 7 Developing Social Justice Through Service-Learning: The Potential of University-School Partnerships for Fostering Justice-Oriented Dispositions Among Students of Color and Males Through Service-Learning Opportunities in Urban Schools <p>This article explores the impact that a liberal studies education course with an embedded service-learning component had on preparing pre-service teachers to teach in urban schools. Using a combination of descriptive and narrative analysis, college students’ reflection journal entries and class discussion notes were examined to determine whether deficit perceptions about urban schooling and students could be transformed over the duration of the course. Findings suggest that students of color and males, primarily those with non-urban schooling experiences, exhibited the greatest transformation in justice-oriented dispositions toward culturally and socioeconomically diverse students. Given this new insight, curriculum recommendations for teacher education programs are offered to help better prepare educators to teach in increasingly diverse school settings.</p> Heather Coffey Bettie Ray Butler Copyright (c) 2019 Heather Coffey, Bettie Ray Butler 2019-12-05 2019-12-05 6 1 15 Diversifying the Teaching Force: What We Have Learned From a Three-Year Partnership <p>This article features the creation of processes for developing a sustainable and viable recruitment and retention effort to diversify the teacher workforce between a school district and institution of higher education. The three-year journey of program development has resulted in numerous successes and powerful opportunities for aspiring educators and authentic learning for the partners. Data was collected from students-of-color focus groups and a network of Black male education professionals and informed an aspiring student group to consider teaching and education as a career choice. Researchers used the Community of Cultural Wealth framework as a guide to develop the program and categorize data. Team members reported data and used the findings for continued revisions and expansion of the program.</p> Jennifer Carlson Jean Strait Copyright (c) 2019 Jennifer L. Carlson, Jean Strait 2019-12-05 2019-12-05 6 1 12 How Active-Learning Strategies Can Improve Efficacy and Critical Thinking Skills in a Service-Learning Course <p>Improving preservice teachers’ ability to recognize work-related problems and apply effective strategies and solutions to fundamental challenges in the field is at the crux of an effective college preparation. Although there is evidence that service-learning experiences within a teacher education course can have powerful outcomes on student learning, what is being done in the lecture part of a service-learning course to improve the impact of community-based practice largely goes undiscovered. This study investigates whether a contextually developed set of active-learning strategies in the lecture part of a service-learning course improves preservice teachers’ efficacy. Findings showed significant improvement within personal teaching efficacy constructs as a result of experiencing the active-learning sequence. Academic tracking of students showed those pursuing a B.A. degree in teacher education benefitted significantly more from an active learning experience than those pursuing a B.S. degree in health-related sciences. The paper also describes how the active-learning sequence was a preferred method of instruction by instructors and students, as well as how these strategies were purposeful with problematizing teaching situations and engaging students with course content.</p> Larry P. Nelson Mary Lynn Crow Kathleen C. Tice Copyright (c) 2019 Larry P. Nelson, Mary Lynn Crow, Kathleen C. Tice 2019-12-05 2019-12-05 6 1 13 The Benefits for Teacher Educators Participating in Pure Service-Learning <p>This study examines the benefits realized when three teacher educators take on the role of “learner” in a “pure” service-learning context, where service to communities comprises the intellectual core of the course (Heffernan, 2001). The “pure” service-learning model focused on teaching a community writing workshop for students ranging from ages 12 to 21. The qualitative study interweaves the narratives of our personal journeys and evidence of professional impacts to demonstrate how engaging in service-learning as learners (rather than just facilitating the service-learning experience as faculty members) equipped us to support authentic and effective instruction of pre-service teachers. Collaborative autoethnographic methods were used to examine our daily journaling throughout the workshop experience and to analyze the transcripts of the self-conducted, post-workshop focus group. Critical examination of our experiences as learners in a service-learning experience enabled us to find our authentic teacher voices in a non-traditional classroom setting, inspired us to better prepare our pre-service teachers for civic engagement, and enabled us to make meaningful connections in our MotherScholar lives—a merging of our identities and responsibilities that span our personal and professional spaces.</p> Lauren E. Burrow Chrissy J. Cross Heather K Olson Beal Copyright (c) 2019 Lauren E. Burrow, Chrissy Cross, Heather K Olson Beal 2019-12-05 2019-12-05 6 1 14 Editors Welcome and Comments Kathleen Tice Jean Strait Copyright (c) 2019 Kathleen Tice, Jean Strait 2019-12-05 2019-12-05 6 1 2