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Journal articles on the topic 'Concerns based Adoption Model (CBAM)'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Mize, Meghan, Cary Trexler, Amanda Crump, Glenn Young, Borarin Buntong, and Karen LeGrand. "Piloting of the Concerns-based Adoption Model: Farmer Concerns About the Participatory Guarantee System in Cambodia." Journal of International Agricultural and Extension Education 27, no. 3 (August 19, 2020): 75–87. http://dx.doi.org/10.5191/iaee.2020.27375.

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While there is a large body of adoption and agricultural extension literature on the process of introducing a new technology, agricultural development projects are often expected to produce immediate results that do not always allow for the integration of these theories into practice. The Concerns-based Adoption Model (CBAM) is a framework that places participants at the center of the change process to identify their concerns and challenges, providing a roadmap for projects to guide individuals with the correct support for their particular stage of adoption. CBAM has typically been used for the introduction of new curriculum in formal education. But this study assessed the potential for CBAM to be applied to agriculture innovations. In this study, we adapted and piloted the CBAM “Stages of Concern” model to assess adoption of an agriculture innovation. The innovation is the Participatory Guarantee System (PGS) for Cambodian vegetable farmers. We assessed the potential for CBAM as a tool for agricultural development project management. We found that the adapted survey consistently placed farmers in the anticipated Stage of Concern. Identifying users’ Stages of Concern can inform program designers and practitioners, assisting in tailoring support across the adoption process. CBAM has the potential to inform participatory project design and give project administrators an evidence-based, systematic protocol for assessing the adoption process, adding another tool to the development practitioners’ toolbox. Keywords: Diffusion of Innovations, adoption, project design

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Haines, Karen Joy. "Professional Development for New Classroom Spaces: Extending the Concerns-Based Adoption Model." Journal of Perspectives in Applied Academic Practice 6, no. 2 (October 3, 2018): 58–66. http://dx.doi.org/10.14297/jpaap.v6i2.297.

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This article outlines how a tertiary institution designed professional development, during the first year of a long-term building initiative, to support teachers moving into new collaborative learning spaces. The Concerns-Based Adoption Model (CBAM) is used to reflect on professional development strategies employed to support teachers into using new classroom spaces. The stages of the CBAM were useful in considering the value of resources created for teacher development. The paper concludes with a discussion as to how effective the model proved to be in relation to teachers’ expressed concerns, and suggests expanding the CBAM parameters to reflect the complexity of professional development design for next-generation learning spaces.

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Many, Joyce E., Ruchi Bhatnagar, Carla Tanguay, Shaneeka Favors-Welch, Clarice Thomas, Susan Ophelia Cannon, Tamra Ogletree, et al. "State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators." education policy analysis archives 27 (October 9, 2019): 121. http://dx.doi.org/10.14507/epaa.27.4460.

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This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators’ Stages of Concern, the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common Stage of Concernfor edTPA coordinators was Management.Coordinators’ interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty.

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Asiri, Abdullah Ali. "Teachers’ Concern and Professional Development Needs in Adopting Inclusive Education in Saudi Arabia, Based on Their Gender for Vision 2030." Journal of Education and Learning 9, no. 6 (October 23, 2020): 9. http://dx.doi.org/10.5539/jel.v9n6p9.

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This study looks into the concerns and the required professional development for adopting an inclusive education system, as expressed by elementary school teachers, based on their gender in Saudi Arabia. Participants in this research were special and general education teachers randomly selected from elementary schools in Riyadh, Saudi Arabia, which have special education programs. The theoretical framework of the study was the Concern Based Adoption Model (CBAM). Non-experimental cross-sectional survey was used to collect data. Data were obtained from 332 teachers, i.e., the response rate was 83%. The Stages of Concerns Questionnaire (SoCQ) provided by CBAM indicated that respondent stages of concern 0–2 (Unconcerned, Informational, and Personal) ranked the highest, while stages 4–6 (Consequence, Collaboration, and Refocusing) ranked the lowest. This profile was identified as a “non-user profile”, meaning respondents wanted more information about inclusive education. Teachers, in general, showed interest for professional development on inclusive education, including immediate training and seminars/workshops. The only significant difference in interest for professional development was by gender. The t-test indicated that female teachers have more interest for professional development compared to male teachers.

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Kwak, E.-Rang, and Soo-Young Lee. "The Stages of Concerns about Maker Education of Elementary School Teacher According to the Concerns-Based Adoption Model." Journal of Elementary Education 32, no. 4 (November 30, 2019): 133–57. http://dx.doi.org/10.29096/jee.32.4.06.

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Gijón Puerta, José. "Innovation As school life: A Case Analysis of Andalusia Using a "Concerns-Based Adoption Model"." education policy analysis archives 14 (January 21, 2006): 3. http://dx.doi.org/10.14507/epaa.v14n3.2006.

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The development of an educational norm (Charter of Students’ Rights and Obligations) in secondary schools in Andalusia is analyzed from the point of view of teachers and educators. To complement the analysis of the documents that regulate secondary schools in the region, a questionnaire with 41 questions was administered to 184 teachers in 24 Andalusian schools. The results, calculated using the CBAM (Concerns-Based Adoption Model), LoU (Level of Use) scale, were then subjected to a descriptive statistical study using measures of central tendency and variability.

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Paramasveran, Rubananthan a/l, and Nurfaradilla Mohamad Nasri. "Teachers’ Concerns on the Implementation and Practices of i-THINK with Concern Based Adoption Model (CBAM)." Creative Education 09, no. 14 (2018): 2183–91. http://dx.doi.org/10.4236/ce.2018.914159.

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Murza, Kimberly A., and Barbara J. Ehren. "Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 46, no. 3 (July 2015): 181–93. http://dx.doi.org/10.1044/2015_lshss-14-0101.

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Purpose School-based speech-language pathologists (SLPs) are often asked to adopt new policies or practices at the school, district, or state level. Professional learning (PL) opportunities usually accompany these changes but are often delivered in a one-size-fits-all workshop format. The authors challenge school-based SLPs and district leadership to consider PL in a new light, guided by data-based decision making to ultimately improve student outcomes. Method This article discusses the research supporting the assessment and delivery of high-quality PL for school professionals, including SLPs, and a specific model for measuring change: the concerns-based adoption model (CBAM; Hall & Hord, 2015). An example of how CBAM was used to examine the adoption process with school-based SLPs in a large school district is provided. Conclusion Based on the review of the literature, the current approach to PL experienced by most SLPs is problematic. High-quality PL should target improvement in student outcomes and should be focused, ongoing, supported, and evaluated.

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Gabby, Shwartz, Shirly Avargil, Orit Herscovitz, and Yehudit Judy Dori. "The case of middle and high school chemistry teachers implementing technology: using the concerns-based adoption model to assess change processes." Chemistry Education Research and Practice 18, no. 1 (2017): 214–32. http://dx.doi.org/10.1039/c6rp00193a.

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An ongoing process of reforming chemical education in middle and high schools in our country introduced the technology-enhanced learning environment (TELE) to chemistry classes. Teachers are encouraged to integrate technology into pedagogical practices in meaningful ways to promote 21st century skills; however, this effort is often hindered by teacher concerns and resistance to change. We applied the Concerns-Based Adoption Model (CBAM) to examine whether and how it could be used to identify chemistry teachers' concerns, and to characterize the process of change they experience when integrating TELE. An analysis of two kinds of participants, one of high school chemistry teachers and the other of middle school chemistry teachers, helped us to obtain an in-depth understanding of the way these teachers adopted the innovation. Results revealed that after ten years of implementation, the concerns of high school teachers remained multi-focal, and the impact and personal concerns increased and were predominant. Examining three case studies of middle school teachers showed that one teacher remained in the early stages of concerns during one year of implementation, while the other two exhibited a process of change, moving forward to advances stages of concerns. Our study can shed light on how CBAM might serve as a diagnostic tool for differentiating between teachers with different qualifications, experiences, and concerns in diverse teaching situations in middle school and high school. Such diagnosis can help stakeholders in the education system to develop specific interventions and activities for different groups of teachers based on specific concerns while implementing TELE.

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Lienert, Christoph, Claudine Sherrill, and Bettye Myers. "Physical Educators’ Concerns about Integrating Children with Disabilities: A Cross-Cultural Comparison." Adapted Physical Activity Quarterly 18, no. 1 (January 2001): 1–17. http://dx.doi.org/10.1123/apaq.18.1.1.

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The purpose was to conduct a qualitative cross-cultural comparison of the concerns of physical educators in two countries about integration of children with and without disabilities. In-depth interviews were held with 30 regular elementary physical education teachers in Berlin (7 males, 9 females) and in the Dallas-Ft. Worth (DFW) area (2 males, 12 females), and observations were made of school settings. The Concerns-Based Adoption Model (CBAM) of Hall, Wallace, and Dossett (1973) guided the study. Data were analyzed by grounded theory procedures. Many concerns about integration were generalizable across cultures. In both countries, teachers reported concerns at only four of the seven stages of CBAM: personal, management, consequence, and collaboration. Most concerns focused on management. The major cultural difference was that DFW teachers reported more personal concerns (uncertainty about everyday demands and competence to meet these demands) than Berlin teachers. A dynamic systems model was proposed to guide future research.

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Jae-Ho Sim, 정진수, and 박현주. "An Investigation of Teachers’ STEAM Education Implementation Using the Concerns Based Adoption Model (CBAM)." Teacher Education Research 57, no. 3 (September 2018): 325–40. http://dx.doi.org/10.15812/ter.57.3.201809.325.

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Dele-Ajayi, Opeyemi, Oluwakemi Dunsin Fasae, and Akachukwu Okoli. "Teachers’ concerns about integrating information and communication technologies in the classrooms." PLOS ONE 16, no. 5 (May 3, 2021): e0249703. http://dx.doi.org/10.1371/journal.pone.0249703.

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Teachers in developing countries are facing increasing social and political pressure to use Information and Communication Technologies (ICT) to improve the access to and the quality of education available to young people. This is a core part of several government-led initiatives to attain the United Nations Sustainable Development Goal 4-quality education. While there is no shortage of ICT, the adoption for actual use in the classroom is often a hurdle for teachers, due to various concerns they harbour. This research study used the Concerns-Based Adoption Model (CBAM) to assess the stages of concern of 340 Nigerian teachers about adopting and integrating ICT in the classroom. The findings indicated that teachers’ concerns were most intense in the awareness, management and information stages respectively, and lowest at the collaborative and consequence levels. Further examination of the results also shows a significant relationship between the stages of concern and teachers’ personal attributes like teaching experience, age and the class level they teach. These findings provide practical insights into how to better create effective teacher professional development interventions, to assist teachers in adopting and integrating ICT, to enhance the learning experience of young people within the classroom.

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Al Masarweh, Mohammed. "Evaluating M-Learning System Adoption by Faculty Members in Saudi Arabia Using Concern Based Adoption Model (CBAM) Stages of Concern." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (March 14, 2019): 153. http://dx.doi.org/10.3991/ijet.v14i05.8296.

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This study assesses the use of an m-learning system by faculty members in Saudi Arabia using a new approach and methodology. Optimum use of educational technology requires consideration of requirements, obstacles and opportunities expected from user interaction with such systems and tools. While the use of m-learning in Saudi Arabia is relatively new, different research studies have investigated the use of m-learning in Saudi Arabia using different models. Most of the presented models investigated the acceptance and use from student perspectives, with little consideration of adoption by faculty members, their use of m-learning systems and their concerns (i.e. facilitators and barriers) as users. Some of the used models managed to provide significant results in relation to m-learning use, while others were found to lack a systematic and appropriate methodology. Concern Based Adoption Model (CBAM), which is widely used in the USA, Canada and (more recently) the Middle East (particularly Jordan), was used in this study to investigate m-learning adoption as an educational technology in Saudi Arabia. This framework provides tools to evaluate the use of educational technology within educational settings. This framework has not previously been used in Saudi Arabian educational research literature, and it is believed that the output will be valuable for enhancing the level of concern, adoption and use of m-learning in the future.

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Cha, Min Kyung, and Min Kyeong Kim. "A study on the stages of concern, level of use, innovation configurations and the analysis of their relationship to each other shown by elementary teachers regarding storytelling-based math education based on CBAM." Mathematical Education 55, no. 4 (November 30, 2016): 417–45. http://dx.doi.org/10.7468/mathedu.2016.55.4.417.

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Alnujaidi, Sulaiman. "Adoption of Mobile Assisted Language Learning (MALL) in Saudi Arabian EFL Classrooms." Journal of Language Teaching and Research 12, no. 2 (March 1, 2021): 312. http://dx.doi.org/10.17507/jltr.1202.13.

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This study aimed to examine EFL teachers' concerns about the adoption of Mobile Assisted Language Learning (MALL) in Saudi Arabia. The Concerns-Based Adoption Model (CBAM) was used to analyze the participants' stages of concern (SoC) about MALL. The study also investigated whether some specific demographic and technographic variables (gender, age, teaching experience, and professional development) had any statistically significant effect on EFL teachers’ stages of concern about MALL. The participants in this study were (130) Saudi EFL public school teachers. The results revealed that the participants had high concerns at the Informational, Personal, and Management stages and minimal concerns at the Awareness, Refocusing, Collaboration, and Consequence stages. The MANOVA analysis revealed no significant difference among EFL teachers in terms of their MALL stages of concerns in relation to their gender, age, and teaching experience. Such findings indicate that Saudi EFL teachers' gender, age, and teaching experience have no effect on their concerns about using and implementing MALL. However, The MANOVA analysis yielded a significant difference among EFL teachers in terms of their MALL stages of concerns in relation to their professional development. These results entail that Saudi EFL teachers' professional development has a significant effect on their concerns about MALL. The study concluded that technology-related professional development could help decrease teachers’ self-concerns and increase their impact-concerns. The study recommended providing EFL teachers with technology-related professional development to ensure successful MALL adoption.

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Dubey, Akash D. "ICT in Education." International Journal of Information and Communication Technology Education 12, no. 4 (October 2016): 37–50. http://dx.doi.org/10.4018/ijicte.2016100104.

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In recent times, most of the developing countries have concentrated themselves on evolving with the help of Information and Communication Technologies, Republic of Fiji being one of them. Fiji National University, one of the leading universities in Fiji has been playing a very important role for the development of the country. In this paper, the author has evaluated and analyzed the concerns of the in-service students who are studying in Fiji National University. This paper follows the Concern-Based Adoption Model (CBAM) model to evaluate the stages of concern of 109 in-service students who are pursuing Bachelor of Education degree and also teach in primary and secondary schools in Fiji. The results showed that the in-service students have high concerns on the self-oriented levels. The results also exhibited a pattern between teaching experience of these in-service students and their stages of concern. Based on the analysis of results, the necessary steps have been recommended for the development of ICT in education.

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Bullard, Morgan B., Chayla D. Rutledge, and Patricia Kohler-Evans. "Using the Stages of Concern Questionnaire to Ensure Professional Development with Teachers and Teacher Candidates." International Research in Higher Education 2, no. 4 (November 21, 2017): 50. http://dx.doi.org/10.5430/irhe.v2n4p50.

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Classroom instruction is highly influenced by the quality of the professional development that teachers and teacher candidates receive. Instructional interventions at the classroom level must be research-based, and working with teachers and teacher candidates to implement interventions effectively is a daunting task. One way to help ensure professional development is effective involves gauging teachers’ and teacher candidates’ concerns, using the Stages of Concern Questionnaire (SOCQ) from the Concerns Based Adoption Model (CBAM). In the current study, teacher candidates received professional development at the pre-service level, and teachers received the same professional development at the in-service level. Both groups were taught specific interventions designed to target middle and secondary students using the Strategic Instruction Model Content Enhancement Routines. The SOCQ was administered prior to and following a professional development series that spanned several months. An analysis of results indicated that professional development is effective in reducing concern in both teachers and teacher candidates. Teachers and teacher candidates overall shared similar concerns on some areas yet were different in their levels of concern in other areas. The researchers suggest possible interpretations for the similarities and differences in results and offer areas for future study.

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Tunks, Jeanne, and Kirk Weller. "Changing practice, changing minds, from arithmetical to algebraic thinking: an application of the concerns-based adoption model (CBAM)." Educational Studies in Mathematics 72, no. 2 (February 21, 2009): 161–83. http://dx.doi.org/10.1007/s10649-009-9189-x.

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Huntley, Mary Ann. "Brief Report: Measuring Curriculum Implementation." Journal for Research in Mathematics Education 40, no. 4 (July 2009): 355–62. http://dx.doi.org/10.5951/jresematheduc.40.4.0355.

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Using curriculum-specific tools for measuring fidelity of implementation is an essential yet often overlooked aspect of examining relationships among textbooks, teaching, and student learning. This “Brief Report” describes the variety of ways that curriculum implementation is measured and argues that there is an urgent need to develop curriculum-sensitive tools for analyzing classroom practice. The report outlines the use of the Concerns-Based Adoption Model (CBAM) theory to develop analytical tools for measuring implementation of two middle-grades reform mathematics curricula: Connected Mathematics and MathThematics. The report also presents next steps in this program of research.

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Roach, Andrew T., Thomas R. Kratochwill, and Jennifer L. Frank. "School-Based Consultants as Change Facilitators: Adaptation of the Concerns-Based Adoption Model (CBAM) to Support the Implementation of Research-Based Practices." Journal of Educational and Psychological Consultation 19, no. 4 (November 23, 2009): 300–320. http://dx.doi.org/10.1080/10474410802463304.

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Maseko, Bob, Foster Gondwe, Symon Winiko, and Symon Chiziwa. "Online Learning Amidst COVID-19 Emergency: A Case of the University of Malawi’s School of Education." African Journal of Teacher Education 10, no. 1 (July 30, 2021): 346–64. http://dx.doi.org/10.21083/ajote.v10i1.6554.

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This paper explores faculty members’ concerns and level of preparedness for open and distance learning (ODL) at the University of Malawi’s School of Education during the recent Covid-19 pandemic within a context that considers ODL as a means of mitigating the impact of the pandemic on teaching and learning. Data were gathered through semi-structured interviews with four experienced academic leaders within the school of education. The Concerns Based Adoption Model (CBAM), particularly stages of concerns, served as a framework to understand the faculty’s concerns about the implementation of ODL initiatives. Inductive and deductive analysis approaches were used to analyse the interview transcripts to identify emerging themes. Deductive analysis revealed that faculty members expressed several concerns such as awareness, informational, as well as consequences concerns as they talked about their feelings and attitudes towards the implementation of ODL. Inductive analysis on the other hand revealed that faculty members’ perceptions such as minimal preparation, negative orientations, and lack of policy awareness hamper the implementation of ODL. These findings underscore the importance of members’ orientation change to ensure effective implementation of ODL in contexts like the institution under study. We discuss these and propose that professional development could help members develop positive attitudes towards ODL.

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Feuerborn, Laura L., Ashli D. Tyre, and Kathleen Beaudoin. "Classified Staff Perceptions of Behavior and Discipline: Implications for Schoolwide Positive Behavior Supports." Journal of Positive Behavior Interventions 20, no. 2 (October 26, 2017): 101–12. http://dx.doi.org/10.1177/1098300717733975.

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Classified staff are important stakeholders in schools and commonly interact with students across grade levels, subject matter areas, and physical locations—making their involvement in the implementation of schoolwide positive behavior interventions and supports (SWPBIS) essential. However, their voice, including the intentional and systematic consideration of their perspectives and concerns, is virtually absent in this field of research. Hence, the purpose of this mixed-methods study was to develop a general understanding of classified staff perspectives of behavior and discipline. We used quantitative analysis to compare survey data from teachers and classified staff ( n = 1,833) and then applied qualitative thematic analysis to classified staff responses ( n = 243) to an item derived from the Concerns-Based Adoption Model (CBAM). As compared with teachers, classified staff reported lower levels of knowledge or understanding of SWPBIS, less SWPBIS-related training, poorer quality communication, and more philosophical beliefs that were inconsistent with SWPBIS. Qualitative analysis of classified staffs’ SWPBIS-related concerns yielded the following 10 themes listed in order of prevalence: consistency, communication, effectiveness, amount of discipline, specific procedures and behaviors, climate and stress, student and parent involvement, acknowledgment systems, leadership, and resources. Limitations and implications for research are provided herein.

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박현주, 김영민, Jae-Ho Sim, and 권혁수. "A Survey on the Perception Change of Korean Teachers’ STEAM Education: focusing on concern stages, use level, and innovation configuration in the Concerns Based Adoption Model (CBAM)." Teacher Education Research 57, no. 4 (December 2018): 549–62. http://dx.doi.org/10.15812/ter.57.4.201812.549.

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박현주, 권혁수, 김영민, and Jae-Ho Sim. "A Survey on the Perception Change of Korean Teachers’ STEAM Education: focusing on concern stages, use level, and innovation configuration in the Concerns Based Adoption Model (CBAM)." Teacher Education Research 57, no. 4 (December 2018): 550–63. http://dx.doi.org/10.15812/ter.57.4.201812.550.

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Kang, Ji Hei. "A Method to Identify How Librarians Adopt a Technology Innovation, CBAM(Concern Based Adoption Model): Focusing on School Librarians' Concern about Digital Textbooks." Journal of the Korean Society for Library and Information Science 50, no. 3 (August 30, 2016): 5–23. http://dx.doi.org/10.4275/kslis.2016.50.3.005.

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Lee, Soo-jeong, and Min-jeong Kim. "An Analytical Study on the Interest of Interested Parties of School and Corporation in the Apprenticeship School Policy: Focusing on the Concerns-Based Adoption Model(CBAM)." Korean Society for the Study of Vocational Education 37, no. 6 (December 31, 2018): 21–35. http://dx.doi.org/10.37210/jver.2018.37.6.21.

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Heinecke, Rosslyn. "Resistance factors in critical incident management." Journal of Psychologists and Counsellors in Schools 3 (November 1993): 75–79. http://dx.doi.org/10.1017/s1037291100002168.

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This paper explores resistance and contextual variables which impinge on the successful implementation, adoption and management of critical incidents. Time constraints and uncertainty are two constant and overriding forces within the critical incident framework. These implicit pressures interact within different levels of the culture of the organisation, school or community. Two distinct yet interactive levels are discussed. They are the idiographic or personal domain, and the nomothetic or social system domain. The idiographic dimension includes personality variables as well as the role of the key stakeholders in critical incident management. The nomothetic dimension involves the organisation's social system, which has process variables and linkage mechanisms which need to be understood so that successful critical incident management can be ensured.Resistance, or refusal to comply, has been a common pervading and often intangible force in schools in relation to the management of critical incidents. My perception of this opposition to the design and implementation of critical incident management plans has been the driving force for me to think about reasons why this is so, to collect research and to write this paper.On a continuum, resistance and its opposite, acceptance, represent the endpoints of a critical incident management perspective. Opposition or resistance to a new idea, in this case, critical incident management, can be counteracted by guidance, knowledge and involvement. These are the principles of two well known models of problem solving: the Discount Hierarchy used in the NSW Child Protection Program (1988) and the Concerns Based Adoption Model (CBAM, Loucks etal., 1975).

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Pešková, Karolína, Michaela Spurná, and Petr Knecht. "Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later." Center for Educational Policy Studies Journal 9, no. 2 (June 20, 2019): 73. http://dx.doi.org/10.26529/cepsj.560.

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Similarly to other Visegrád Group countries, the most recent curriculum reform in the Czech Republic brought substantial changes in the curriculum documents for schools. The purpose of this study is to investigate Czech primary and lower secondary teachers’ current attitudes towards curriculum reform. The results of a survey (n = 701) indicate that teachers have adopted rather negative attitudes. The acceptance of reform tends to increase among the teachers who use curriculum documents regularly and among the teachers with higher self-efficacy. In addition, teachers with system-centred/curriculum-oriented approaches are willing to accept the reform. There is no significant difference between teachers’ gender, their length of teaching experience, and their involvement in school management. Within the general frame of the Concern-Based Adoption Model (CBAM), the study draws on data from one country, but the implications for further educational development are potentially applicable across countries with similar educational policy backgrounds.

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Sharma, Amit, and Salman Nazir. "Assessing the Technology Self-Efficacy of Maritime Instructors: An Explorative Study." Education Sciences 11, no. 7 (July 12, 2021): 342. http://dx.doi.org/10.3390/educsci11070342.

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Maritime Education and Training (MET) is an integral part of the global maritime industry, playing an essential role in ensuring that the sector is supplied continuously with a skilled workforce. The successful outcomes of the educational content delivery in MET institutes depend, to a certain extent, on the maritime instructor’s ability to create conducive learning environments utilizing all of the resources available. The self-efficacy of maritime instructors in various facets, most notably their proficiency with the use of technology in classrooms, can lead to the introduction of transformative learning practices. Accurately measuring their self-reported technological proficiency could be the initial step in this direction. This study aimed to measure the self-reported technology proficiency of maritime instructors using an established and validated scale: Technology Proficiency Self-Assessment for the 21st century (TPSA-C21). The scale was administered, using an online survey, to a sample of MET instructors within Europe and the UK, with n = 62 valid responses received. Using descriptive statistics and the evaluation of the measurement model, the study highlighted the perceived level of proficiency of the MET instructors along dimensions such as email, world-wide web use, emerging tools, teaching with technology, integrated applications, and teaching with emerging technologies. The survey also measured the perceived level of technology integration for maritime instructors according to the Concerned-Based Adoption Model–Level of Use (CBAM–LoU) classification. The results indicate a potential area of improvement for maritime instructors with regard to their self-reported proficiency, namely in the dimension of teaching with emerging technology. The implications for the MET domain, the respondent demographics and the future research directions are discussed.

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Anderson, Stephen E. "Understanding Teacher Change: Revisiting the Concerns Based Adoption Model." Curriculum Inquiry 27, no. 3 (January 1997): 331–67. http://dx.doi.org/10.1080/03626784.1997.11075495.

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Anderson, Stephen E. "Understanding Teacher Change: Revisiting the Concerns Based Adoption Model." Curriculum Inquiry 27, no. 3 (January 1997): 331–67. http://dx.doi.org/10.1111/0362-6784.00057.

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Creasy, Kim. "Teacher Candidate Disposition Development and the Concerns-Based Adoption Model." International Journal of Learning: Annual Review 15, no. 4 (2008): 277–84. http://dx.doi.org/10.18848/1447-9494/cgp/v15i04/45698.

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Evans, Lynn, and Sheila Chauvin. "Faculty Developers as Change Facilitators: The Concerns-Based Adoption Model." To Improve the Academy 12, no. 1 (June 1993): 165–78. http://dx.doi.org/10.1002/j.2334-4822.1993.tb00243.x.

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Khoboli, B., and John M. O’toole. "The Concerns-Based Adoption Model: Teachers’ Participation in Action Research." Systemic Practice and Action Research 25, no. 2 (November 1, 2011): 137–48. http://dx.doi.org/10.1007/s11213-011-9214-8.

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Kang, Woonsun. "Teachers’ concern regarding 2009 revised curriculum based on concerns-based adoption model." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 4 (February 2, 2017): 633–51. http://dx.doi.org/10.22251/jlcci.2017.17.4.633.

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Kang Woon-Sun. "An Analysis of Teachers’ Concerns Regarding Education for Sustainable Development (ESD) Based on Concerns-Based Adoption Model." Journal of Research in Curriculum Instruction 21, no. 1 (February 2017): 47–58. http://dx.doi.org/10.24231/rici.2017.21.1.47.

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Lee, Chul-hyun. "An Analysis of Elementary School Teachers’ Stage of Concerns about Coding Education Based on Concerns-Based Adoption Model." Korean Association of Practical Arts Education 31, no. 1 (March 21, 2018): 1–17. http://dx.doi.org/10.24062/kpae.2018.31.1.1.

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Asghary, Nasim, Ahmad Shahvarani, and Ali Reza Medghalchi. "Significant process of change for elementary teachers to foster functional thinking." Bolema: Boletim de Educação Matemática 27, no. 47 (December 2013): 1007–15. http://dx.doi.org/10.1590/s0103-636x2013000400015.

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The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

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Yan, Tingrui, and Meng Deng. "Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model." International Journal of Inclusive Education 23, no. 4 (February 12, 2018): 384–404. http://dx.doi.org/10.1080/13603116.2018.1435741.

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Straub, Evan T. "Understanding Technology Adoption: Theory and Future Directions for Informal Learning." Review of Educational Research 79, no. 2 (June 2009): 625–49. http://dx.doi.org/10.3102/0034654308325896.

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How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments.

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Poynton, Timothy A., Rebecca A. Schumacher, and Felicia L. Wilczenski. "School Counselors' Attitudes regarding Statewide Comprehensive Developmental Guidance Model Implementation." Professional School Counseling 11, no. 6 (August 2008): 2156759X0801100. http://dx.doi.org/10.1177/2156759x0801100608.

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The pilot study in this article identified facilitators and barriers to implementing the Massachusetts Model for Comprehensive School Counseling Programs. The Concerns-Based Adoption Model served as a framework to understand how school counselors perceive the Massachusetts Model's impact on their professional roles, and how those perceptions indicate varying levels of adoption of the model. The majority of respondents indicated that their concerns were “personal,” such as how the model will change their day-today lives and how working under the new model is different from their current roles as school counselors. Results of this study suggest directions for professional development regarding state and ASCA National Model® implementation.

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Hollingshead, Barbara. "The Concerns-Based Adoption Model: A Framework for Examining Implementation of a Character Education Program." NASSP Bulletin 93, no. 3 (September 2009): 166–83. http://dx.doi.org/10.1177/0192636509357932.

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Dorfman, Jay. "Music Teachers’ Experiences in One-to-One Computing Environments." Journal of Research in Music Education 64, no. 2 (May 23, 2016): 159–78. http://dx.doi.org/10.1177/0022429416649947.

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Ubiquitous computing scenarios such as the one-to-one model, in which every student is issued a device that is to be used across all subjects, have increased in popularity and have shown both positive and negative influences on education. Music teachers in schools that adopt one-to-one models may be inadequately equipped to integrate this kind of technology into their classrooms. The purposes of this study were to observe the behaviors and explore the dominant perceptions and concerns of music teachers in schools with one-to-one technology programs. This four-case study was based on the concerns-based adoption model, which has previously been used to analyze stakeholders’ concerns about adoption of an innovation such as a new technology. Participant teachers expressed their concerns about adoption of one-to-one technology in their schools and classrooms as they related to musical goals, extent of integration, changes that could improve the programs, and other pedagogical factors. Results showed that while the participants used the technologies in distinct ways and to varying extents, they shared concerns about technical support, pedagogical support, and authenticity of integration.

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Cheung, Derek. "Refining a Stage Model for Studying Teacher Concerns about Educational Innovations." Australian Journal of Education 46, no. 3 (November 2002): 305–22. http://dx.doi.org/10.1177/000494410204600305.

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This paper discusses the stages of concern that teachers pass through as they engage in the process of innovation adoption and implementation. A 24-item questionnaire was constructed to assess teachers' concerns on five sequential stages: (1) indifference, (2) informational-personal, (3) management, (4) consequence-collaboration, and (5) refocusing. Using the questionnaire, 290 Hong Kong teachers' concerns about school-based assessment as a component of the public examination system were surveyed. Results supported the 5-stage model of teacher concerns. However data collected from another sample of 53 teachers through an open-ended survey indicated that an additional stage of evaluation concerns should be inserted between the indifference and informational-personal stages. Teachers' evaluation concerns focused on the worth and necessity of school-based assessment, as well as support from the Hong Kong Examinations Authority. The revised 6-stage model can provide a more comprehensive framework for analysing teachers' concerns regarding innovations.

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Chung, Nam-Mi. "An Analysis of the Teacher"s Stage of Concerns about Maker Education by the Concerns-Based Adoption Model in Early Childhood." Journal of Children's Literature and Education 21, no. 4 (December 31, 2020): 107–37. http://dx.doi.org/10.22154/jcle.21.4.5.

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Chung, Nam-Mi. "An Analysis of the Teacher"s Stage of Concerns about Maker Education by the Concerns-Based Adoption Model in Early Childhood." Journal of Children's Literature and Education 21, no. 4 (December 31, 2020): 107–37. http://dx.doi.org/10.22154/jcle.21.4.5.

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Jo, Miheon. "Analysis of Elementary Pre-service Teachers’ Concern on Software Education Using the Concerns-Based Adoption Model." Journal of The Korean Association of Information Education 22, no. 5 (October 31, 2018): 535–43. http://dx.doi.org/10.14352/jkaie.2018.22.5.535.

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Saunders, Rebecca. "Assessment of Professional Development for Teachers in the Vocational Education and Training Sector: An Examination of the Concerns Based Adoption Model." Australian Journal of Education 56, no. 2 (August 2012): 182–204. http://dx.doi.org/10.1177/000494411205600206.

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The purpose of this article is to describe the use of the Concerns Based Adoption Model (Hall & Hord, 2006) as a conceptual lens and practical methodology for professional development program assessment in the vocational education and training (VET) sector. In this sequential mixed-methods study, findings from the first two phases (two of five) of data collection and analysis are used as examples to profile the journeys of professional change experienced by 27 VET teachers involved in a four-year systemic-change professional-development initiative designed to extend and refine their pedagogical practice. The examples support the view that a Concerns Based Adoption Model provides an effective framework for better understanding teachers' professional change in a VET context. The conceptual and practical usefulness of this approach is discussed in terms of its implications for the future design, implementation and assessment of professional development initiatives.

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Singh, Vanita, and Vedant Dev. "Telemedicine Adoption in India." International Journal of Healthcare Information Systems and Informatics 16, no. 4 (October 2021): 1–18. http://dx.doi.org/10.4018/ijhisi.20211001.oa34.

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COVID-19 pandemic mandates the transformation of the traditional healthcare delivery model from facility-based to virtual care worldwide. The use of technology in delivering health care has always been debated and faces challenges as patients as well as providers are often resistive to change. To date, studies focusing on one’s intention to use technology have gained significant research attention. Using the Technology Adoption Model as a research framework, a sample of 336 individuals within the age group of 18-70 years were surveyed via online to understand their intention to use telemedicine. Data were analyzed using structural equation modeling. The findings suggest that perceived ease of use is a significant determinant of one’s intention to use telemedicine vis-à-vis its effect on perceived usefulness and attitude towards telemedicine use. The attitude towards telemedicine is significantly affected by privacy concerns and outcome beliefs. Our study results have implications for health policymakers and others when implementing telemedicine for today’s health care delivery.

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Xiao, Liang, Qibei Lu, and Feipeng Guo. "Mobile Personalized Recommendation Model based on Privacy Concerns and Context Analysis for the Sustainable Development of M-commerce." Sustainability 12, no. 7 (April 10, 2020): 3036. http://dx.doi.org/10.3390/su12073036.

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A mobile personalized recommendation service satisfies the needs of users and stimulates them to continue to adopt mobile commerce applications. Therefore, how to precisely provide mobile personalized recommendation service is very important for the sustainable development of mobile commerce. However, privacy concerns regarding mobile commerce affect users’ consumption intentions, and also reduce the quality of mobile personalized recommendation services. In order to address this issue and the existing recommendation method problem in the mobile personalized recommendation service, this paper introduces six dimensions of privacy concerns and the relevant contextual information to propose a novel mobile personalized recommendation service based on privacy concerns and context analysis. First, this paper puts forward an intensity measurement method to measure the factors that influence privacy concerns, and then realizes a user-based collaborative filtering recommendation integrated with the intensity of privacy concerns. Second, a context similarity algorithm based on a context ontology-tree is proposed, after which this study realizes a user-based collaborative filtering recommendation integrated with context similarity. Finally, the research produces a hybrid collaborative filtering recommendation integrated with privacy concerns and context information. After experimental verification, the results show that this model can effectively solve the problems of data sparseness and cold starts. More importantly, it can reduce the influence of users’ privacy concerns on the adoption of mobile personalized recommendation services, and promote the sustainable development of mobile commerce.

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