Achievement Test Score Shows Teachers are Making Changes in Their Classrooms Through Service-Learning

The purpose of this study is to examine the progress and the difficulties teachers in an urban school encounter in implementing service-learning projects. The study characterizes each service-learning project using the Kahne and Westheimer (1996) service-learning matrix goal. Based on the assessment, most of the service-learning projects at the upper elementary level emphasize emotional intelligence such as character building, social reconstruction, and additive experience. In contrast, service-learning projects at the lower elementary level focused more on academic classrooms. In sum, most service-learning projects promoted emotional intelligence whereas very few projects challenged students' higher order thinking skills or provided transformative experience.