The article describes a service-learning program jointly developed, implemented, and evaluated by a large university and a culturally and linguistically diverse urban school district. Each semester, over 200 undergraduate students preparing to be teachers learn first-hand about contemporary classrooms by assisting at-risk students. Program evaluation found changes in the undergraduates' attitudes about the importance of social and individual difference on children's learning.
Hamm, Deborah; Dowell, David; and Houck, Jean, "Service Learning as a Strategy to Prepare Teacher Candidates for Contemporary Diverse Classrooms" (1998). Higher Education. 73.