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Service Learning: A Theoretical Model


by Barry G. Sheckley & Morris T. Keeton 1997

Overall, the literature on service learning is heavily weighted toward anecdotal presentations of program outcomes and detailed prescriptions for program design. Neither comprehensive theoretical formulations that explicate the dynamics underlying service learning nor methodologically sound disciplined inquiries that document its educational benefits are common in the literature.


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This article originally appeared as NSSE Yearbook Vol 96, No. 1.


Cite This Article as: Teachers College Record Volume 98 Number 5, 1997, p. 32-55
http://www.tcrecord.org ID Number: 18761, Date Accessed: 12/13/2017 6:09:05 AM

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About the Author
  • Barry Sheckley
    University of Connecticut
    E-mail Author
    BARRY G. SHECKLEY is Professor and Head of the Section on Adult and Vocational Education at the University of Connecticut.
  • Morris Keeton
    University of Maryland
    E-mail Author
    MORRIS T. KEETON is Senior Scholar and Co-Director of the Institute for Research on Adults in Higher Education at the University College, University of Maryland.
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