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CHANGEMAKERS 104
talking about changemaking anymore.” Akin to their communicated need for organizational support in the form of leadership commitment, SPEs also indicated a significant need for resources, particularly in the form of time, funding, and staffing, to support implementation of quality, socially innovative service projects. Cassi shared, “we just don’t have enough manpower or time to really help these kids and to really guide them. I know one of the goals of changemaking is to find an outside mentor, but the fact is, that’s really difficult.” Anna echoed a need for support in finding community partners, as she stated, “we just need adults who are willing to work with the students, so we continually need the mentors and people willing to help guide our students through project.”
Other SPEs communicated a desire for more training, more lesson planning resources, and more opportunities for collaborative planning time. Zara stated that she truly experienced “buy-in” regarding changemaking integration into service-learning, but she needs more training and resources to support this integration: “It’d be really helpful in having a lot of value for service-learning within the county, and to have more professional development. I mean we had one PD for two days. And then what? Where’s the follow-up, where’s the next phase?”
Becky emphasized a need for time and collaborative planning in her response: “Teachers shouldn't have to take away from curriculum and instructional time to plan and implement these projects. I think we need more networking as well to share project ideas. We need a place to share partnership contacts as well.” Terra and Lexy suggested that while some resources from OSL, such as the Changemaking through Service symposium the office held, were helpful, project funding for students and staffing presents a barrier to completing socially innovative service-learning projects. Lexy shared: “We need service-learning coordinators at the school level. Every high school should have a service-learning specialist. Find some money to pay them
Object Description
| Title | Creating changemakers: integrating social innovation and service-learning to empower student voice and bolster college, career, and civic readiness |
| Author | Coleman, Jasmine Antoinette |
| Author email | jasmine.coleman@usc.edu;jasminecolemaneducates@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Organizational Change and Leadership (On Line) |
| School | Rossier School of Education |
| Date defended/completed | 2018-08-15 |
| Date submitted | 2018-08-15 |
| Date approved | 2018-08-15 |
| Restricted until | 2018-08-15 |
| Date published | 2018-08-15 |
| Advisor (committee chair) | Datta, Monique |
| Advisor (committee member) |
Maddox, Anthony Picus, Lawrence O. |
| Abstract | While researchers agree that service-learning can be a substantial academic and socio-emotional benefit to students, scholars and practitioners also agree on at least one major caveat: the yielded benefits of service-learning activities are largely dependent upon the quality and effectiveness of the programs and projects through which they are conducted. Literature reviewed in this study revealed that service-learning experiences are not only optimized, but are also positioned to boost college, career, and civic readiness, when they empower student voice, prioritize student choice, and incorporate student talents and skills. Key components of social innovation, social entrepreneurship, and particularly a concept entitled changemaking, align with mobilizing choice, talents, and skills to better the human experience. Thus, the purpose of this study was to determine what knowledge, motivational, and organizational (KMO) influences could support or hinder high school educators’ optimal facilitation of quality, socially innovative service-learning experiences. This study conducted a qualitative methodological analysis through document analysis and interviews administered within a Maryland K-12 public school district. Participants included eight high school Specialty Program Educators (SPEs) who influence both programmatic and curricular implementation of service-learning projects facilitated with students. Data were coded and categorized, resulting in the validation of declarative knowledge, procedural knowledge, and organizational influences. Results allowed the researcher to provide evidence-based recommendations to address knowledge and organizational needs that SPEs need to facilitate quality, socially innovative service-learning projects. Research and recommendations presented may help K-12 district leaders determine how to best support educators in facilitating and optimizing student benefits from service experiences. |
| Keyword | service-learning; service; social innovation; changemaking; changemaker; student voice; college; career; readiness |
| Language | English |
| Format (imt) | application/pdf |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Coleman, Jasmine Antoinette |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-ColemanJas-6758.pdf |
| Archival file | Volume3/etd-ColemanJas-6758.pdf |
Description
| Title | Page 104 |
| Full text | CHANGEMAKERS 104 talking about changemaking anymore.” Akin to their communicated need for organizational support in the form of leadership commitment, SPEs also indicated a significant need for resources, particularly in the form of time, funding, and staffing, to support implementation of quality, socially innovative service projects. Cassi shared, “we just don’t have enough manpower or time to really help these kids and to really guide them. I know one of the goals of changemaking is to find an outside mentor, but the fact is, that’s really difficult.” Anna echoed a need for support in finding community partners, as she stated, “we just need adults who are willing to work with the students, so we continually need the mentors and people willing to help guide our students through project.” Other SPEs communicated a desire for more training, more lesson planning resources, and more opportunities for collaborative planning time. Zara stated that she truly experienced “buy-in” regarding changemaking integration into service-learning, but she needs more training and resources to support this integration: “It’d be really helpful in having a lot of value for service-learning within the county, and to have more professional development. I mean we had one PD for two days. And then what? Where’s the follow-up, where’s the next phase?” Becky emphasized a need for time and collaborative planning in her response: “Teachers shouldn't have to take away from curriculum and instructional time to plan and implement these projects. I think we need more networking as well to share project ideas. We need a place to share partnership contacts as well.” Terra and Lexy suggested that while some resources from OSL, such as the Changemaking through Service symposium the office held, were helpful, project funding for students and staffing presents a barrier to completing socially innovative service-learning projects. Lexy shared: “We need service-learning coordinators at the school level. Every high school should have a service-learning specialist. Find some money to pay them |
