Book Review
New Perspectives in Service-Learning, Research to Advance the Field
Book review by James T. McDonald
Associate Professor of Science Education
Department of Teacher Education and Professional Development

Many university and K-12 instructors that use service-learning (S-L) are guided by the research of Eyler and Giles (1999).  Regular updates to service-learning and research are added through conferences and research symposia.  The chapters in this book are from a series of papers presented at the Third Annual International K-H Service-Learning Research Conference in November 2003.

This book adds new research and teaching ideas for any service-learning practitioner.  The book is divided into four parts.  The first part provides a foundation for our understanding of service-learning as a form of civically engaged scholarship.  Part II is devoted to assessing the impact of service-learning including two examples using a framework for assessing the effects of service-learning.  Chapter 4 presents a conceptual model that suggests that service-learning’s effect on K-12 student outcomes as mediated through its impact on student cognitive, affective, and behavioral engagement.

Part III of the book addresses the critical issue of institutionalizing service-learning.  Each of the three chapters in this section presents a unique perspective and context of making service-learning an integral part of educational settings.  Mintz and Abramovitz describe teacher perceptions on implementing S-L in public school settings.  Using guiding principles from theories of intrinsic motivation and self-determination, they examined the effect of five influential forces that motivate teachers to implement S-L.  Their work presents an interesting examination of school culture and personal attributes.  Since many of us at CMU work with K-12 schools in service-learning projects, this is an important chapter to read before talking to teachers and administrators about the impact of S-L.

Part IV provides a reflective attempt by Billig and Welsh on the challenges of S-L as civically engaged scholarship.  They look at common characteristics and issues from two views: one from the K-12 perspective and another from that of higher education, and then discuss the challenges presented by both systems.

This book is an interesting read for me a teacher educator because all of my student teachers do a service-learning project as part of the student teaching field experience.  My science methods students also do a Family Science night at a local elementary school.  This book has provided me with additional resources and arguments in favor of service-learning.  It also points out some of the misconceptions about S-L that any instructor needs to watch out for.  It is also a nice update on what research says about service-learning.

Title: New Perspectives in Service-Learning, Research to Advance the Field
Edited by Marshall Welsh and Shelly H. Billig
Price: $ 73.99, hardcover; $39.99 (paperback)
Publisher: Information Age Publishing
Year: 2004
Pages: 253
ISBN: 1-59311-158-4 (Hardcover)
ISBN: 1-59311-157-6 (paperback)