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Academics in Action!A Model for Community-Engaged Research, Teaching, and Service$
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Academics in Action!: A Model for Community-Engaged Research, Teaching, and Service

Sandra L. Barnes, Lauren Brinkley-Rubinstein, Bernadette Doykos, Nina C. Martin, and Alison McGuire

Print publication date: 2016

Print ISBN-13: 9780823268795

Published to Fordham Scholarship Online: May 2016

DOI: 10.5422/fordham/9780823268795.001.0001

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PRINTED FROM FORDHAM SCHOLARSHIP ONLINE (www.fordham.universitypressscholarship.com). (c) Copyright Fordham University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in FSO for personal use.date: 23 July 2021

Can Synergy Across Theory, Pedagogy, and Practice Guide Professional Education?

Can Synergy Across Theory, Pedagogy, and Practice Guide Professional Education?

The Community Development and Action and Human Development Counseling Graduate Experiences

Chapter:
(p.238) 10 Can Synergy Across Theory, Pedagogy, and Practice Guide Professional Education?
Source:
Academics in Action!
Author(s):

Andrew Finch

Oluchi Nwosu

Gina Frieden

Emily Hennessey

Craig Anne Heflinger

Allison Mcguire

Sarah V. Suiter

Emily Burchfield

Nina C. Martin

Linda Isaacs

Lauren Brinkley-Rubenstein

Paul Speer

Abbey Mann

Sharon Shields

Neal Palmer

Bethany Pittman

Sandra L. Barnes

Publisher:
Fordham University Press
DOI:10.5422/fordham/9780823268795.003.0011

Two professional master’s degree programs represent examples of informing theory with practice and reflecting theory in active pedagogy, based on Dewey’s pragmatism. Program context, underlying conceptual models, and pedagogical practices are described.

Keywords:   active pedagogy, change agents, John Dewey, graduate education, professional masters, reflective-generative practitioner

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