In the current wave of school reform, service learning is frequently cited as a strategy for engaging disaffected students and for developing the habits and attitudes of constructive citizenship. This volume brings together a variety of current perspectives on the theory and practice of service learning.

Although a small number of schools and colleges have incorporated service learning in their curricula for many years, only in the last decade has it become the object of extensive study for researchers, scholars, and practitioners, as well as for policymakers and the general public. The Yearbook includes a historical overview, discussion of the roles of state and federal government in establishing and supporting service learning, and descriptions of existing programs at the school and college level. A theoretical framework for service learning is delineated, existing research is described, and additional areas for research and evaluation are suggested.