IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v3y2013i3p2158244013497025.html
   My bibliography  Save this article

The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program

Author

Listed:
  • Shelly Meyers
  • David Lester

Abstract

This article examines the value of using an alternative approach to college course instruction in an off-campus location, an agency for individuals with developmental disabilities. The situated learning model is an alternative to the traditional college course instructional approach for preservice teachers. This model immerses students in the actual setting where they can practice the skills and apply the concepts emphasized in the curriculum. Through a partnership between the college, the community agency, and a public school, graduate students in the special education program developed and implemented a life-skills curriculum for individuals with developmental disabilities, at the same time learning essential principles of delivering instruction. The school-aged students who participated in the study were from a racially mixed urban school district, while the adult clients from the community agency attended the program at the end of their community-based workday. Based on the results of surveys and focus group discussions, participants in the study indicated that the situated learning model of instruction in a community setting better prepared them in the acquisition and application of their teaching skills, and built their competence in developing educational programs for individuals with disabilities.

Suggested Citation

  • Shelly Meyers & David Lester, 2013. "The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program," SAGE Open, , vol. 3(3), pages 21582440134, August.
    • Handle: RePEc:sae:sagope:v:3:y:2013:i:3:p:2158244013497025
    DOI: 10.1177/2158244013497025
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/2158244013497025
    Download Restriction: no
    File URL: https://libkey.io/10.1177/2158244013497025?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Alessia Contu & Hugh Willmott, 2003. "Re-Embedding Situatedness: The Importance of Power Relations in Learning Theory," Organization Science, INFORMS, vol. 14(3), pages 283-296, June.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Emmanuelle Vaast & Geoff Walsham, 2009. "Trans-Situated Learning: Supporting a Network of Practice with an Information Infrastructure," Information Systems Research, INFORMS, vol. 20(4), pages 547-564, December.
    2. Andrew J. Rosman, 2011. "Auditors' going‐concern judgments: rigid, adaptive, or both?," Review of Accounting and Finance, Emerald Group Publishing Limited, vol. 10(1), pages 30-45, February.
    3. Laurie Field, 2017. "Interest Differences and Organizational Learning," Administrative Sciences, MDPI, vol. 7(3), pages 1-14, August.
    4. Raissa Ulbrich & Claudia Pahl-Wostl, 2019. "The German Permaculture Community from a Community of Practice Perspective," Sustainability, MDPI, vol. 11(5), pages 1-21, February.
    5. Anne Kokkonen & Pauli Alin, 2015. "Practice-based learning in construction projects: a literature review," Construction Management and Economics, Taylor & Francis Journals, vol. 33(7), pages 513-530, July.
    6. Sandra A. Slaughter & Laurie J. Kirsch, 2006. "The Effectiveness of Knowledge Transfer Portfolios in Software Process Improvement: A Field Study," Information Systems Research, INFORMS, vol. 17(3), pages 301-320, September.
    7. Nathalie Duval-Couetil & Michael Ladisch & Soohyun Yi, 2021. "Addressing academic researcher priorities through science and technology entrepreneurship education," The Journal of Technology Transfer, Springer, vol. 46(2), pages 288-318, April.
    8. Ferguson, J.E. & Huysman, M.H., 2009. "Between ambition and approach: towards sustainable knowledge management in development organizations," Serie Research Memoranda 0003, VU University Amsterdam, Faculty of Economics, Business Administration and Econometrics.
    9. Clark, Michael & Cornes, Michelle & Manthorpe, Jill & Hennessy, Catherine & Anderson, Sarah, 2015. "Releasing the grip of managerial domination: the role of communities of practice in tackling multiple exclusion homelessness," LSE Research Online Documents on Economics 64325, London School of Economics and Political Science, LSE Library.
    10. Mark J. Zbaracki & Mark Bergen, 2010. "When Truces Collapse: A Longitudinal Study of Price-Adjustment Routines," Organization Science, INFORMS, vol. 21(5), pages 955-972, October.
    11. Kuok Kei Law & Andrew Chan, 2017. "Managing knowledge work in Asia Pacific contexts: case studies of Hong Kong SMEs," Asia Pacific Business Review, Taylor & Francis Journals, vol. 23(4), pages 475-492, August.
    12. Paul Vallance, 2011. "Relational and Dialectical Spaces of Knowing: Knowledge, Practice, and Work in Economic Geography," Environment and Planning A, , vol. 43(5), pages 1098-1117, May.
    13. Mark Thompson, 2005. "Structural and Epistemic Parameters in Communities of Practice," Organization Science, INFORMS, vol. 16(2), pages 151-164, April.
    14. Leung, Ricky C., 2013. "Networks as sponges: International collaboration for developing nanomedicine in China," Research Policy, Elsevier, vol. 42(1), pages 211-219.
    15. Michelle Greenwood & Ken Kamoche, 2013. "Social accounting as stakeholder knowledge appropriation," Journal of Management & Governance, Springer;Accademia Italiana di Economia Aziendale (AIDEA), vol. 17(3), pages 723-743, August.
    16. Janowicz-Panjaitan, Martyna & Noorderhaven, Niels G., 2008. "Formal and informal interorganizational learning within strategic alliances," Research Policy, Elsevier, vol. 37(8), pages 1337-1355, September.
    17. Heydebrand, Wolf, 2009. "Accounting for great expectations: Lessons from the new media surge for critical management theory," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 20(3), pages 418-444.
    18. Aaltola, Pasi & Manninen, Ari, 2021. "Drawing the premises for personalized learning: Illustrations of management and accounting," Journal of Accounting Education, Elsevier, vol. 54(C).
    19. Lindberg, Kajsa & Mørk, Bjørn Erik & Walter, Lars, 2019. "Emergent coordination and situated learning in a Hybrid OR: The mixed blessing of using radiation," Social Science & Medicine, Elsevier, vol. 228(C), pages 232-239.
    20. Sonia Tello-Rozas & Marlei Pozzebon & Chantale Mailhot, 2015. "Uncovering Micro-Practices and Pathways of Engagement That Scale Up Social-Driven Collaborations: A Practice View of Power," Journal of Management Studies, Wiley Blackwell, vol. 52(8), pages 1064-1096, December.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:3:y:2013:i:3:p:2158244013497025. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.