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

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

doi:10.1016/j.tate.2018.12.019

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

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

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6 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 language	English (US)
Pages (from-to)	13-26
Number of pages	14
Journal	Teaching and Teacher Education
Volume	80
DOIs	https://doi.org/10.1016/j.tate.2018.12.019
State	Published - 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 .

Publisher Copyright:
© 2018 Elsevier Ltd

Keywords

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

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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{\textquoteright} 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.",

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

Abstract

Bibliographical note

Keywords

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