Use of the stages of concern questionnaire in a national top-down reform effort

Christian Fischer, Ayana McCoy, Brandon Foster, Arthur Eisenkraft, Frances Lawrenz

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The Stages of Concern (SoC) dimension of the Concerns-Based Adoption Model is a developmental framework to measure teachers' concerns during curricular changes. The SoC has rarely been used in a large-scale, top-down science curriculum change such as the Advanced Placement Science redesign. Our quantitative and qualitative analyses showed that the SoC may not adequately measure teachers’ concerns when faced with such a large change. The SoC measurement characteristics were shown to have some weaknesses and the proposed developmental tendency toward teachers having higher level concerns as the reform progressed was not found in the data collected about this reform.

Original languageEnglish (US)
Pages (from-to)13-26
Number of pages14
JournalTeaching and Teacher Education
Volume80
DOIs
StatePublished - Apr 2019

Bibliographical note

Funding Information:
The authors thank the following people for their contributions to this work: Amy Wheelock and Ted Gardella of the College Board, current and former members of the research team Barry Fishman, Chris Dede, Abigail Jurist Levy, Kim Frumin, Yueming Jia, and Janna Fuccillo Kook, and the thousands of AP teachers who helped shape and participated in this project. This work is supported by the National Science Foundation through the Discovery Research PreK-12 program (DRK-12), Award 1221861. The views contained in this article are those of the authors, and not their institutions, the College Board, or the National Science Foundation.

Funding Information:
The authors thank the following people for their contributions to this work: Amy Wheelock and Ted Gardella of the College Board, current and former members of the research team Barry Fishman, Chris Dede, Abigail Jurist Levy, Kim Frumin, Yueming Jia, and Janna Fuccillo Kook, and the thousands of AP teachers who helped shape and participated in this project. This work is supported by the National Science Foundation through the Discovery Research PreK-12 program (DRK-12) , Award 1221861 . The views contained in this article are those of the authors, and not their institutions, the College Board, or the National Science Foundation .

Keywords

  • Advanced placement
  • Concerns-based adoption model
  • Curriculum reform
  • Educational measurement
  • Science teacher education
  • Stages of concerns

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