Diane Hedin

National Assessment of Experiential Education: Summary and Implications.

Experience is never limited, and it is never complete; it is an immense sensibility, a kind of huge spiders web of silken threads suspended in the chambers of consciousness and catching every airborne particle in its tissue.

Johnny Says He is Learning … Through Experience

This is the first of a series of articles reporting on aspects of program evaluation. The Evaluation of Experiential Learning Project described here is of national scope and major import.

Are Experiential Learning Programs Effective

Experiential learning programs have been recommended by major commissions for years, but no one until now has at tempted to investi gate the claims of such programs. The authors, who co- direct the Evaluation of Experiential Learn ing Project, report here their early find ings and describe what lies ahead.

Political participation: A comparative view of Israeli and American youth

Abstract This study explored the ways in which adolescents in Israel and the United States perceived government, politics, and public affairs. A series of open-ended interviews were conducted with approximately 300 high school students in each country immediately prior to the national elections in 1980–1981. Differences were found in regard to the extent to which the young people felt affected by and capable of affecting the larger political system, the extent to which voting was viewed as an important rite of passage to adulthood, and the extent to which they perceived having real choices in candidates and parties, with Israeli youth generally demonstrating more engagement in national governmental affairs. Finally, the conditions and factors that were likely to lead adolescents toward concern, interest, and participation in public affairs were offered.

Some Action-Learning Models

The Student-Community Involvement Project has been working with more than a dozen public and independent secondary schools for two years, helping them to devise and strengthen the oppor tunities they provide students for personal in volvement in the wider community. The con tinuum of service models presented here is a result of analyzing the various ways in which schools participating in this cooperative en deavor relate their student-community involve ment activities to the total academic curriculum.