Abstract
This study explored the usage of service learning with visual art teachers in Lake County, Florida, and used the Concerns-Based Adoption Model (CBAM) as the conceptual framework. Data were gathered using CBAM’s three diagnostic tools: the Stages of Concern, Levels of Use, and Innovation Configuration to understand teachers’ concerns of, usage levels with, and curricular configurations of service learning. The findings indicated that visual art teachers in Lake County are at various stages of concern and usage levels of service learning. Their project profiles also varied, depending on their participation in the district-wide project or school-specific projects. The District’s unique service-learning delivery method, which relied on students in service-learning classes to act as service-learning coordinators, can be seen as one of the underlying reasons for the fluctuation in teacher concerns, usage levels, and project profiles.
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