Theories Guiding Outcomes for Action Research for Service-Learning

This chapter outlines theories and methods that explain the linkages between service-learning and academic performance when K-12 students engage in the process of action research. It attempts to illustrate how service-learning can gain academic legitimacy in in school environments where standardized discipline-based curricula (science, math, literacy and social studies) take precedence over other educational activities. By linking service-learning directly to specific academic outcomes, service-learning can be seen as a means for students to meet the academic goals of schooling. (Authors)