Letter From the Editor

Abstract

Issue 44(4) rounds out 2021, a year when everyone thought the world might be further through the COVID pandemic than it is. In an innovative follow-up article, Karen L. Anderson, Margaret E. Pierce, and Kathleen M. McNamara revisit their 2019 study (see JEE issue 42[3], pp. 229-248) and demonstrate that service-learning involvement can have a long-term impact on teachers who participate during their preservice training. Lan Kolano and Anna Sanczyk report on their study of preservice teachers engaged in a service project involving English language learners. [Extracted from the article] Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)