Service-Learning is a rapidly growing teachinginnovation. Despite the proliferation ofservice-learning research, little has focused on theteacher, particularly the personal dimension involvedin implementing such an innovation. The purpose ofthis study was to explore teachers' concernsregarding service-learning using the sevendevelopmental Stages of Concern from the ConcernsBased Adoption Model as a framework. Eleven teachersare profiled using the Stages of ConcernQuestionnaire (SoCQ) and interview analysis. Service-learning advocates, K-12 educators, and school administrators should find theStages of Concern a useful model for examining,predicting, and addressing the concerns of teachersengaged in service-learning.

About the Author

MS, Outdoor Education: University of New Hampshire;BS Environmental Geology: Southern Methodist University. Michael has coordinated community service and service-learning programs at Southern Methodist University, University of Texas-San Antonio, and Campus Compact. He currently serves as Asistant Program Director for AmeriCorps NCCC.

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