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Gerontology & Geriatrics Education Volume 37, 2016 - Issue 1
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Articles

Beyond Assessment: Conducting Theoretically Grounded Research on Service-Learning in Gerontology Courses

Tina M. KrugerDepartment of Applied Health Sciences, Indiana State University, Terre Haute, Indiana, USACorrespondence[email protected]
&
Andrew J. PearlInstitute of Higher Education, University of Georgia, Athens, Georgia, USA
Pages 12-28 | Published online: 24 Nov 2015

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Mary Ann Erickson. (2021) Contemplative pedagogy as a framework for education about ageism. Gerontology & Geriatrics Education 42:3, pages 297-307.
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Jean Neils-Strunjas, K. Jason Crandall, Jo Shackelford, Kathryn Dispennette, Lauren Rene Stevens & Allison Glascock. (2020) Students report more positive attitudes toward older adults following an interprofessional service-learning course. Gerontology & Geriatrics Education 41:2, pages 175-185.
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Andrea June & Carrie Andreoletti. (2020) Participation in intergenerational Service-Learning benefits older adults: A brief report. Gerontology & Geriatrics Education 41:2, pages 169-174.
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Rusudan Kilaberia & Edward Ratner. (2018) Live-in “strangers”: An experiential account of gerontology educational immersion in senior housing. Gerontology & Geriatrics Education 39:1, pages 86-103.
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