In the Service of Learning and Empowerment

Vera L Stenhouse, Georgia State University, USAOlga S. Jarrett, Georgia State University, USARhina M. Fernandes Williams, Georgia State University, USAE. Namisi Chilungu, Georgia State University, USA

• Acknowledgements.Foreword.Introduction.Part I. Fostering Empowerment Through Service-Learning, Critical Pedagogy, Constructivism and the Problem–Solution Project.Chapter 1. The Problem–Solution Project: Philosophical Roots and Influences.Part II. The Problem–Solution Project Assignment with Inservice Teachers and Their Pre-K to 5th Grade Students.Chapter 2. The Problem–Solution Assignment with Newly Certified Teachers.Chapter 3. When I First Began to Teach It: Reflection on Inheriting theChapter 4. Problem–Solution Project Assignment, Namisi's Story.Chapter 5. The Problem–Solution Project Assignment with Veteran Teachers, Rhina's Story.Part III. Voices of Inservice Teachers Engaged in Problem–Solution Projects with Pre-K–5th Grade Students.Chapter 6. Aren't They Too Young to Do a Problem–Solution Project?: Underestimating the Ability of Young Children to Solve Problems.Chapter 7. What Are We Going to Do About It?: Fostering Agency Through Language.Chapter 8. They Came to School Early to Work on the Project: School as a Place to Be, Education as Worthwhile.Chapter 9. It's OK to Help Oneself: Self-Help, Self-Empowerment.Chapter 10. They See a Lot of What Is Wrong: Direct Community Connections.Chapter 11. I Let the Students Take Control: Student-Centered, Student-Driven, Enhanced Learning.Chapter 12. I Could Not Ignore Their Desire to Solve a Challenge: Teachers as Central to the Solution.Chapter 13. I Met So Many of the Required Standards: Engaged Learning as Meeting Standards Not Standardizing Instruction.Chapter 14. Students Made the Mess and Should Have to Live with the Consequences: Encountering Resistance, Countering with Persistence.Chapter 15. Doing the Problem–Solution Project Has Greatly Influenced the Way I Teach: Beyond the Requirement of Doing the Problem–Solution Project.Chapter 16. Advice, Guidance, and Insights: Inservice Teachers' Insights on Implementing the Problem–Solution Project.Part IV. The Preservice Teacher Cohort Experience.Chapter 17. The Problem–Solution Project Assignment with Preservice Teachers.Chapter 18. Cultivating an Empowering Education and the Salience of Power: Challenges, Tensions and Lessons Learned.Chapter 19. Instructors' Perspectives on Implementing Problem–Solution Projects with Preservice Teachers: A Dialogue.Part V. The Problem–Solution Project and an Empowering Education: Implications.Chapter 20. An Empowering Education and the Problem–Solution Project.Chapter 21. Considerations for Practice, Policy, Teacher Education, and Teacher Preparation.References.