Theoretical+Underpinnings


 * John Dewey** - Progressive Educational movement

Dewey promoted the importance acquiring the skills of problem-solving or decision making which is supported by the tenants of Service Learning (Oliva, 2009, p. 108). Dewey suggests that the "principals of experience, inquiry, and reflection were key elements in the theory of knowing" which provides the rationale for experiential education (Webster, 2008, p. 171). As a proponent of whole child learning, Dewey advocated for the integrated relationships between the school, community, and family.

Service Learning supports the curriculum development theory of **Reconstructionism** (Oliva, 2009, p. 158-159). The idea being that the "school should not simply transmit the cultural heritage or simply study social problems but should become an agency for solving political and social problems (Oliva, 2009, p. 158).

Service Learning better supports the curriculum development theory of **Progressivism** in that education is not a product to be learned, but rather a process that continues as long as one lives (Oliva, 2009, p. 163).

Service learning practices the **Constructivist principles** of interactive, collaborative, and meaningful learning (Oliva, 2009, p. 167).

The **Reconstructionists** believe that schools should help students to become good citizens by improving society (Oliva, 2009, p. 158).

Studies have shown that service learning can increase and enhance student learning, and can also have a positive impact on citizenship and civic responsibility. Factors that influence the effectiveness of service learning and academic achievement are the alignment of curriculum and academic standards, good communication, direct community involvement, reflections that are academic and in which students take responsibility for matching what they are learning with curriculum goals (Billig, 2002, p. 188).

8th grade students participating in service learning scored higher on self-esteem and responsibility than their peers who did not participate in service learning (Jonson and Notah, 1999, p. 453).

Service learning's foundation in **Experiential Education Theory**: Experiential education theory "makes conscious application of students' learning experiences by integrating these experiences into the curriculum" (Carver, 1997, p. 144). SL supports Dewey's "principal of interaction" which states that student experience is a result of his/her interaction with the environment. It also supports Dewey's "principal of continuity" which states that students will build upon what has already been done which in turn will affect those who follow in his/her footsteps (Carver, 1997, p. 144).