Novice teachers' experiences of community service-learning

This study focuses on beginning teachers' experiences with a currently popu lar curriculum strategy in the US: community service-learning. To determine the personal and contextual factors influencing novice teachers' experienc es, we surveyed over 300 early career teachers and interviewed 30 of the la rger sample. The study provides evidence that some beginning teachers are w illing to implement strategies they learned in their teacher education prog rams, and can do so successfully, in spite of being busy and unsupported. R esults indicate that specific preparation features and school characteristi cs may play a large role in whether novice teachers implement service-learn ing activities in their classrooms. (C) 1999 Elsevier Science Ltd. All righ ts reserved.