High School- Vocational Classes

Practical lessons

Leadership skills

Communication skills

College- Defiance, OH

Hands-on Learning

Service

Career- Teacher and Administrator

Character Development

Citizenship

Background

Explore if a problem-based service-learning course would:

Reduce behavioral incidences

Impact behaviors reflecting positive character traits

Be applicable and beneficial to students who are considered behavioral

at-risk

Add to limited existing high school research conducted on:

Service-learning

Character development

Purpose of the Study

Experiential Learning Approach: Engaged learning processes

Hands-on experiences

Applying academic learning to the real world

Problem-Based Learning: Holistic student learning

Increased relevance

Service-Learning: Communication skills

Teambuilding

Civic engagement

Intrinsic rewards

My Interest in Problem-Based Service-Learning

Author: Cathy Berger Kaye

Benefits of Service-Learning

Service-Learning

Reduction or elimination of instructional time in life skills classes for

whole-child development (Cawelti, 2006).

Survey of 24,763 high school students reported:

2/3 of high school students cheated on exams

1/4 stole from a store within past 12 months

54% hit someone out of anger with past 12 months

(Britzman & Hanson, 2005)

Doubling of suspensions and expulsions since 1974 (Planty, Hussar,

& Snyder, 2009).

Literature Review

1. Does participation in a problem-based service-learning course reduce behavior incidents requiring discipline intervention of junior and senior high school students considered at-risk?

2. Does participation in a problem-based service-learning course improve behaviors reflective of positive character traits of junior and senior high school students considered at-risk?

3. What do high school juniors and seniors who are considered at-risk report as the benefits and applications of problem-based service-learning to their lives?

Research Questions

Mixed methods embedded design:

Quantitative embedded in qualitative study

Quantitative method:

School discipline data (detentions and suspensions)

Qualitative methods:

Course assignments

Observations

Interviews

Research Methods

Experimental and control group (refer to page 70)

Partnering teacher (experimental):

3 interviews (pre-course, post service-learning, post-course)

Recording of students’ comments and actions in class

Teacher, researcher, and administrator:

Collection of student discipline data (experimental and control)

Collection of course assignments (experimental)

Recording of students’ comments and actions at service-learning

sites (experimental)

Research Procedures

Guest Speakers

Role Playing Skits

Read about Role Models

Viewed Character Building Movies

Ethical Dilemma Discussions

Service-Learning Projects

Class Activities

Research Question #1 (refer to pages 97 and 98):

Experimental Group:

50 less detentions than previous fall semester

Mean of 7.8 detentions per student before course intervention

Mean of 2.8 detentions per student during course intervention

10 less suspensions than previous fall semester

Mean of 1.2 suspensions per student before course intervention

Mean of .20 suspensions per student during course intervention

Control Group:

8 more detentions than previous fall semester Mean of 1.9 detentions per student in the previous fall semester

Mean of 2.5 detentions per student during the study

11 less suspensions than previous fall semester Mean of 1.6 suspensions per student in the previous fall semester

Mean of .40 suspensions per student during the study

Research Findings

Research Question #2:

Students reported and teacher recorded (partnering teacher and myself) improved behaviors reflective of positive character traits in:

Attitude

Respect

Empathy

Preparation

Research Findings Continued

Research Question #3:

Students reported benefits and applications of the course included:

Hands-on learning

Teamwork

Thinking before acting

Communication skills

College and career readiness

Academic learning

Research Findings Continued

Implications on EducationProblem-based service-learning can provide:

Educators with an instructional method for students to meet common core standards and 21st century learning objectives.

Students skills to become holistic learners and communicators in and out-of-class.

Added to the limited existing high school research conducted on:

Service-learning

Character development

Proactive method for reducing disciplinary incidences.

Improvement of behaviors reflective of positive character traits

(attitude, respect, empathy, and preparation)

Additional method for students to apply learning in real world

setting.

Literature Contribution

Enhancement of administrator and student relationships.

Devoted practice for positive character improvement.

Impacts of reducing behavioral incidences.

Hands-on and relevant learning to contribute to societal needs.

Conclusions

Dr. Nick Neiderhouse

Wayne Trail Elementary Principal

Maumee City Schools

Email: nneiderhouse@maumeek12.org

Phone: (419) 893-2851

Twitter: @NickNeiderhouse

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Dissertation: Available on Ohio Link

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