A Qualitative Ethnographic Case Study: The Integration of a Place-Based, Service Learning Program in Standards-Based Classrooms

Patricia L. Woods

doi:10.17918/etd-4442

This study examined the implementation of a contextualized place-based, service learning curriculum into standards-based curriculums to increase student engagement along with diversifying teacher pedagogy. It provided an ethnological case study analysis of two specific sites where a place-based, service learning program was incorporated into course curriculums and school cultures. The Susquenita Middle School in Duncannon, Pennsylvania and the Blue Ridge Middle School in Purcellville, Virginia, both lying in close proximity to the Appalachian Trail, were explored to evaluate how the integration of a place-based, service learning program has provided benefits to each school's students, teachers, and curriculum. A triangulation of stakeholder interviews, group discussions, and supporting documents from the two schools provided evidence to support the situated and constructivist's theories of utilizing local communities for contextualized (place-based) learning of academic topics. An analysis of the literature and the strategies set forth in this study answered the overarching question of how the implementation of a place-based, service learning education program affects student engagement and allows for the diversification of teacher practices in standards-based classrooms. Although a review of the literature, which focused on common themes, indicated that place-based, service learning programs have been effective in specific instances, there has been little research that focuses directly on the administrative role in the facilitation of a place-based, service learning program to aid teacher practices or student engagement in a standards-based curriculum. The objective of this study was to interpret the qualitative data collected in an effort to provide awareness and direction for educators as they strive for a student-centered approach to a standards-based curriculum. This study found several emerging trends demonstrating that place-based service learning can be an effective tool to engage and immerse students in their curriculum and the surrounding community. The educators interviewed confirmed that students in their classes were able to make connections between the theoretical didactic information that was presented in the classroom and the real world application of their classroom knowledge. Key findings that reinforced the benefits of incorporating place-based service learning in the classroom, was the unwavering and ongoing support from the school administration and the surrounding community that is necessary to make this type of program successful and sustainable in a standards based curriculum. Keywords: civic engagement, community-based learning, experiential education, place-based learning, project-based learning, service learning

A Qualitative Ethnographic Case Study: The Integration of a Place-Based, Service Learning Program in Standards-Based Classrooms

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A Qualitative Ethnographic Case Study: The Integration of a Place-Based, Service Learning Program in Standards-Based Classrooms

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