Service+WITH+not+FOR+persons+with+disabilities

**Service WITH not FOR persons with disabilities: Effects on pre-service teacher efficacy and community partners** Trae Stewart, Associate Professor, Texas State University-San Marcos [traestewart@txstate.edu] Rebecca Hines, Associate Professor, University of Central Florida [Rebecca.Hines@ucf.edu] Shawn Eigenbrode, Assistant Director, Teachers in Action/UCF [shawn.eigenbrode@ucf.edu] Kay Allen, Associate Professor, University of Central Florida [Kay.Allen@ucf.edu]



**Keywords:** University pre-service educators, individuals with disabilities, community partners, Teachers in Action, civic-oriented

**Track:** Community partnerships and reciprocity

**Format:** Team presentation


 * Date & time: **Friday 2:00-3:10
 * Location: **Salon 1

**Summary:** In //Teachers in Action//, pre-service educators are designed to charge with developing and implementing their own service-learning projects for and with individuals identified as disabled. University faculty will co-present with community partners to provide an overview of //Teachers in Action//, a U.S.-based project that aims to connect nonprofit organizations, university pre-service teachers, and persons with disabilities using high-tech, high-touch service-learning. This overview will include how the partnership developed, its technological elements, and opportunities for replication.

The session will culminate in a presentation of the findings from empirical research on the program. This study utilized a mixed-mode design. A two-group, pre-test-post-test quasi-experimental research design was conducted to determine if change would occur over time in pre-internship educators’ teacher sense of efficacy from participating in a K-12 service-learning project within and between treatment groups. In addition, semi-structured interviews were conducted with the young adults with disabilities in the College Transition Program, as well as with the K-3 teachers who hosted the college student-young adult with disabilities service team.

There was a significant main effect within all the TSE pre and post tests including the TSE total test (p = .001), TSE student engagement (p = .001), TSE classroom management (p = .001), and TSE Instructional Strategies (p = .001). Tryon et al. (2008) noted that many community organizations are concerned because of the lack of continuity inherent in brief service-learning projects. The significance of the //Teachers in Action// program implies that service-learning can help pre-service teachers to respond to the needs of serving persons with disabilities while simultaneously building mastery experiences to sustain a dedicated, sensitive, and civic-oriented professional cohort.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**References:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Bandura, A. (1986). //Social foundations of thought and action: A social cognitive theory.// Englewood Cliffs, NJ: Prentice Hall.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Bailey, J. (1999). Academics’ motivation and self-efficacy for teaching and research. //Higher Education Research & Development, 18//(3), 343-359.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Cook, B. G., Cameron, D. L., & Tankersley, M. (2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. //The Journal of Special Education//, //40//(4), 230-238.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Goddard, R. D., Hoy, W. K., & Woolfolk-Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. //American Educational Research Journal, 37//(2), 479-507.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Muscott, H. S. (2001). Service-learning and character education as “antidotes” for children with egos that cannot perform. //Reclaiming Children and Youth, 10//(2), 91-99.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Root, S., Callahan, J., & Sepanski, J. (2002). Building teaching dispositions and service-learning practice: A multi-site study. //Michigan Journal of Community Service Learning, 8//(2), 50-60.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Tryon, E., Stoecker, R., Martin, A., Seblonka, K., Hilgendorf, A., & Nellis, M. (2008). The challenge of short-term service-learning. //Michigan Journal of Community Service// //Learning, 14//(2), 16-26.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Tschannen-Moran, M. & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct.//Teaching and Teacher Education 17//(7), 783-805.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Wade, R., Anderson, J., Yarbrough, D., Pickeral, T., Erickson, J. & Kromer, T. (1999). Novice teachers’ experiences of community service-learning. //Teaching and Teacher Education,// //15//, 667-684.

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**Trae Stewart - Presenter** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**Thanks to add for attending the session. Please email me at traestewart@txstate.edu for a PDF copy of the PowerPoint presented at the conference.**