Duke Program in Education

Welcome to the International Center for Service-Learning in Teacher Education, housed at Duke University!

News:

Call for Articles and Reviewers

International Journal  for Research on Service-Learning in Teacher Education

The Fall  2012  issue will focus on research presented at

Conversations that Matter: Research, Policy, and Practice

The Third International Conference of

The International Center for Service-Learning in Teacher Education

September 1, 2012  deadline  for  the  Fall Issue!

Guidelines for Authors

The International Journal of Research on Service-Learning in Teacher Education publishes manuscripts that enhance understanding of research, theory, and practice. 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.

• Manuscripts must be original work of the author(s) and not be submitted simultaneously for publication in other journals or books.

• Manuscripts must adhere to the guidelines of the Publication Manual of the American Psychological Association (APA), 6th edition.

• Manuscripts should be submitted as a Word document, double-spaced in 12-point font, with one-inch margins, and numbered pages. No length requirements exist, but manuscripts should be written clearly and concisely.

• Tables, figures, and illustrations should not be embedded in the manuscript, but the placement in the manuscript should be indicated.

• All manuscripts will be reviewed by three reviewers. Specific references which would identify the author(s) should be deleted for the blind-review process.

• In addition to the title page of the manuscript, submissions should include an additional title page which lists the author(s) and designates the following information for each author: email address, phone number(s), and address. If the first author is not the corresponding author, that should be indicated.

• Manuscripts must include an abstract of 100-200 words. The abstract should provide the major objectives, methods used, findings, and conclusions. The abstract should not include references or footnotes.

• Submit manuscripts electronically to Jane Callahan (jcalahan@providence.edu).

• Potential contributors who have questions can contact the co-editors: Jane Callahan (jcalahan@providence.edu), Kathleen Tice (ktice@uta.edu), or Jeffrey Anderson (JANDERSO@seattleu.edu).

Submit   to

    (Jane Callahan)

Interested Reviewers send vita and cover letter stating areas of interest and expertise to   (Kathleen Tice)

Rahima Wade Award for Outstanding Contributions to Service-Learning in Teacher Education in the United States

The International Center for Service-Learning in Teacher Education is pleased to announce that the Service-Learning Educator Award for Outstanding Contributions to Service-Learning in Education in the United States has been renamed the Rahima Wade Award for Outstanding Contributions to Service-Learning in Teacher Education.  The 2012 Rahima Wade Award will be announced at Conversations That Matter III: The Third International Conference on Service-Learning in Teacher Education that will be held at Duke University June 21-23, 2012.

Conversations That Matter III: The Third International Conference on Service-Learning in Teacher Education

June 21-23, 2012
Duke University, Durham NC

Journal for Research on Service-Learning and Teacher Education

The Journal for Research on Service-Learning and Teacher Education, sponsored by the service-learning and teacher education Special Interest Group of the American Educational Research Association (AERA), released  its first issue on October 10th, 2010.

http://www.jrslte.com/current_issue.html

Service-Learning as a Pedagogy for Teacher Education: Conversations about Research and Practice

October 30-31, 2010
Indianapolis, Indiana

Teacher educators gathered for a day of conversations about service-learning and teacher education.

International Center for Service-Learning in Teacher Education Receives Learn and Serve America - Higher Education Grant

Duke University’s International Center for Service-Learning in Teacher Education (ICSLTE), housed in the Program in Education, was recently awarded a three-year, $1.6 million Learn and Serve Higher Education grant to partner with the National Council for Accreditation of Teacher Education (NCATE) to train 1,750 future teachers across the country to use service-learning projects. The goal of the project is to help increase academic engagement, reduce the achievement gap and address dropout prevention among 7,000 K-12 students.  First year campus partners include: Augsburg College, Seattle University, Tennessee State University, Duke University, University of Central Florida, California State-Chico, and Sam Houston University.

More information about the exciting new project will be available soon!

In August 2009, Duke University's Program in Education became the new administrative home of The International Center for Service Learning in Teacher Education (ICSLTE).

The International Center for Service Learning in Teacher Education is committed to sharing experience, practice and findings on service-learning in teacher education with colleagues throughout the world. Educators in different countries have different perspectives about how to offer young people the chance to learn through active involvement with their school and wider communities. The International Center will provide a forum for this exchange and create opportunities to learn from each other as we develop these concepts in service-learning.

Service-learning prepares teachers and teacher candidates to engage students as active, lifelong learners who develop an ethic of care and a sense of responsibility to their communities. Service-learning can help teachers enrich learning and promote healthy development for an increasingly diverse student population and can help deal with problems related to motivation, behavior and school attendance. It is in these areas that service-learning can make a vital contribution to democratic reforms, citizen participation, volunteerism and social justice in the United States as well as in many other countries of the world.