| The purpose of this dissertation is to describe the essence of the service-learning experience for K-12 teachers in central and northwest Ohio, specifically exploring teacher motivations for initiating service-learning in the classroom. Service-learning is defined as an educational methodology that incorporates student preparation, service to the community, and reflection, with links to the academic curriculum (Billig, 2002).; There are six guiding questions that direct this study: (a) How do teachers understand and describe their experiences in implementing service-learning projects? (b) What motivates teachers to initiate service-learning experiences for their students? (c) What benefits, if any, do teachers derive from their service-learning experiences? (d) What, if any, academic student benefits do teachers perceive resulting from service-learning experiences? (e) What, if any, personal student benefits do teachers perceive resulting from service-learning experiences? and (f) What role does administrative leadership play in aiding teachers in sustaining service-learning experiences for their students?; This is a phenomenological study. The co-researchers of this study were seven K-12 teachers in central and northwest Ohio who had implemented service-learning in their classrooms in the 24 months prior to the study. I interviewed each co-researcher, transcribed each interview, and used the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data for data analysis. |
