Case Study, (A): The Integration of Community Service-Learning into the Curriculum by an Interdisciplinary Team of Teachers at an Urban Middle School

Documents the origins of community service-learning and describes literature relating how service-learning can be used in middle schools. Examines how an interdisciplinary team of teachers integrated service-learning into the curriculum. Conclusions included: (1) the principal's vision and leadership affected the way service experiences evolved; (2) teachers found service experiences to be useful as a pedagogy throughout the curriculum; (3) service experiences enhanced the understanding of service-learning as a process and instructional strategy; (4) the integration of service experiences affected how teaching takes place; (5) service experiences positively affected student teacher relationships enhancing teaching and learning; (6) service experiences gave students an opportunity to develop a sense of community; (7) service experiences affected how students learned academically, socially, and personally; and (8) the process for successful implementation of service experiences needs to be better understood by both teachers and community partners.