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DeVore, Toni Lynne. "West Virginia Education Information System users' concerns as measured by the stages of concern questionnaire." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=491.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xiv, 158 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 81-84).
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Michael, Kristine Treece. "Instructional Coaching and its Impact on Teachers’ Stage of Concern about a Curricular Initiative." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594071214292475.
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Livingston, Douglas Ron. "An Investigation of Utah Technology Education Teachers' Acceptance of an Emphasis on Engineering Education Content." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1763.
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The purpose of this study is to collect information documenting Utah technology education teachers' acceptance of an emphasis on engineering content in technology education. The Stages of Concern Questionnaire (SoCQ) was used to determine the level of acceptance of this change. It was found that a majority of technology and education teachers are more concerned about other unidentified tasks, activities or initiatives than they are about the addition of engineering content to their classes. They were also shown to be concerned with being able to organize, manage, and schedule the change effectively and were found to be least concerned about evaluating student outcomes including performance and competencies. Utah teachers were polarized with respect to collaborating and coordinating with others with regards to engineering.
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Turk, Carrie. "Stages of concern for implementing the electronic medical records." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007turkc.pdf.
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Aneke, Norbert O. "Teachers' stages of concern about a school-wide educational reform." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-144712/.
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Long, Brenda Yvonne Dingus. "Stages of concern in the implementation of tech prep programs in Virginia." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/26088.
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Curriculum innovations, such as Tech Prep, provide practitioners an avenue to change expectations, attitudes, teaching styles, and organizational structure. However, the benefits of educational innovations are not fully realized until those practitioners, such as administrators, academic teachers, vocational teachers, and guidance counselors, adopt and implement change in the classroom. The purpose of this study was to determine the concerns of Tech Prep practitioners at the secondary level in the state of Virginia as measured by the Concerns Based Adoption Model (CBAM).
The population for this study was 322 individuals consisting of administrators, academic teachers, vocational teachers and guidance counselors involved in implementation of Tech Prep programs for two years or longer. Based on the findings of this study the following conclusions are presented.
Based on the theory of the CBAM and the mean scores of the Stages of Concern, indications are these practitioners are becoming experienced users of the Tech Prep concept.
The two highest SoC mean scores for the four groups were either Collaboration or Consequence Stage. It was concluded that staff development should relate to strategies necessary to increase student outcomes and cooperation and coordination of others.
Practitioners involved with Tech Prep have passed the self-concerns (Awareness, Informational, and Personal Stages) and task-concerns (Management). The Stages of Concern for all groups evolved around impact-concerns (Consequence, Collaboration, and Refocusing Stages).
It was concluded that the level of involvement by administrators, academic teachers, and vocational teachers during implementation of Tech Prep is related to the Stages of Concern. There was not a significant relationship between the Stages of Concern and level of involvement for counselors.
Selected recommendations drawn from the findings and conclusions are:
• Attention should continue to focus on concerns, attitudes and expectations of practitioners as they proceed with the continuation of Tech Prep in Virginia.
• This study should be replicated with larger sample sizes and questionnaires submitted at the beginning of the innovation adoption and at designated periods after the implementation process. Such longitudinal studies may determine linkage between time, staff development activities, integration of vocational and academic studies, and the SoC of practitioners.
• Focus by teacher educators, the Virginia Department of Education staff, vocational-technical and academic personnel, should concentrate on collaborative techniques and student competencies. It is recommended that policy be developed to include extensive professional development and increased dialogue among practitioners as they implement Tech Prep programs.Ed. D.
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Huisman, Etta Joyce. "The relation between depression, a fitness measure, and stages of concern about exercise /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8721564.
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Widoe, Rebecca K. "Applying stages of change theory to an acute pain situation development of the Childbirth Stages of Change Questionnaire (CSOCQ) /." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4910.
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Thesis (M.S.)--West Virginia University, 2006.Title from document title page. Document formatted into pages; contains v, 157 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 76-88).
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Williams, Scott Allyn. "Stages of Concern of Teachers in North Carolina 4/4 Block Scheduled Public Schools." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29967.
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As 4/4 block scheduling was implemented in North Carolina, many public schools offered staff development to help teachers make the transition from a six- or seven- period school schedule, but little is known about the staff development provided. The purposes of this study were to determine the Stages of Concern of North Carolina public school teachers related to 4/4 block scheduling, their perceived professional development needs, and the relationships among their Stages of Concern, professional development needs, and selected characteristics. By calling each school district's central office, the researcher determined that 248 North Carolina high schools had implemented 4/4 block scheduling as of fall 1998. A list was developed of 73 schools that implemented block scheduling in the fall of 1996, 1997, and 1998. From this list, five schools were randomly selected for each of the three years, resulting in a sample of 15 schools. At each school, five teachers were selected from each of three teaching areas: academic, workforce development, and special subjects. Thus, of the1086 teachers employed at the 15 participating schools, 225 teachers were included in the sample. The questionnaire for this study contained three parts: (a) the Hall and Loucks (1979) Stages of Concern questionnaire, (b) a professional development needs section, and (c) a teacher characteristics section. Results of the study indicated that the teachers were concerned about the success of students in the classroom and the impact of 4/4 block scheduling on their students. Consequence was the peak Stage of Concern for the largest percentage of responders, and collaboration was the peak for the second-largest percentage. Teachers with less experience had higher informational concerns than their peers with more teaching experience. On four of the nine professional development needs, more recent adopters of 4/4 block scheduling indicated significantly less need for professional development than those whose schools adopted this schedule in previous years. Thus, as teachers became more experienced with 4/4 block scheduling, they may have had problems that were unforeseen when this schedule was initially adopted. Implications for practice and further research based on the results of the study were suggested.Ph. D.
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Bendixen-Noe, Mary Kay. "Teacher career development concern stages of traditional-aged and nontraditional-aged beginning secondary teachers /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034176792.
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Alaa, Nyazi. "Applying the Stages of Concern Theory to Understanding of Faculty Perceptions of Online Teaching." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553510161252216.
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Stacy, Christopher B. "Stages of Concern in the Implementation of the Virginia Credentialing Initiative in Rural Southwestern Virginia." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/39005.
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The purpose of this study was to describe the needs and concerns regarding the Virginia Credentialing Initiative (VCI) of career and technical education (CTE) stakeholders in rural southwestern Virginia. These stakeholders included central office CTE administrators, high school principals, guidance counselors, and high school CTE teachers. The Stages of Concern Questionnaire (George, Hall, & Stiegelbauer, 2008) was sent to 355 participants with 260 responding for a return rate of 73%. All of the respondents were employed in Superintendentsâ Region Seven.
There are seven Stages of Concern: 0 Unconcerned, 1 Informational, 2 Personal, 3 Management, 4 Consequence, 5 Collaboration, and 6 Refocusing. Results revealed that when categorized by occupational areas, central office CTE administrators and teachers had primary concerns that ranged from Unconcerned to Personal. Guidance counselors had primary concerns that ranged from Unconcerned to Informational. High school principals had primary concerns that ranged from Unconcerned to Personal. All groups had lowest concern levels at the Consequence and Refocusing stages. Results for each group varied slightly when the number of years of experience was used as a reporting category. The primary level of concern was at the Unconcerned stage for each group when the respondents had 5 or fewer years of experience.
CTE teacher groups were also categorized by subject area as those with long-standing licensing history (cosmetology, nursing, welding) and those newer to credentialing (agriculture, business, family and consumer sciences, marketing). The fields of nursing and welding had primary concerns at the Unconcerned level, while those in the agriculture, business, cosmetology, family and consumer sciences, and marketing subject areas peaked at the Personal level.
Further research is recommended in relation to CTE stakeholder concerns and the implementation and use of the VCI. The implementation of new state legislation will affect CTE stakeholders as they adapt to the new graduation requirements for students pursuing a standard diploma. It is also recommended that qualitative research be conducted to ascertain specific avenues for addressing stakeholder needs and concerns, such as professional development.Ed. D.
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Alfieri, Paul Allen III. "Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30593.
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The Defense Systems Management College (DSMC) is beginning a major transition from its traditional classroom training methods to technology-based education and training. Conventional classroom courses will be rewritten and restructured to a computer-based format and be delivered on-line. According to the Concerns-Based Adoption Model, the faculty will experience concerns during the process of adopting this innovation. Identification of these concerns can assist in selecting appropriate interventions to minimize problems and to ease the adoption process.
This study had two purposes. The first was to identify the Stages of Concern of the DSMC faculty toward the use of technology-based education and training by measuring faculty responses to the Stages of Concern (SoC) Questionnaire. The second was to determine appropriate interventions to assist the faculty through the change process.
The study accomplished both purposes. All teaching faculty (N=135) received the questionnaire about their concerns and issues with this innovation, and 126 responses were returned (93% response rate). A total of eighty-one respondents (64%) reported no experience with technology-based courses, and the composite faculty SoC profile correspondingly reflected the "nonuser" category. No significant differences in Stages of Concern were found between groups of faculty when divided by common demographic criteria such as years of teaching experience, civilian or military status, and experience with educational technology.
Quantitative methods of analysis included SoC profile comparison, High Stage Score and Second High Stage Score analysis, analysis-of variance (ANOVA), and multivariate analysis of variance (MANOVA). Qualitative methods were also used to analyze responses to an open-ended question on the survey instrument. Results reflected a general lack of knowledge and awareness about the innovation from the faculty and strong personal concerns about what impact it will have on them. The faculty clearly displayed a negative attitude toward this innovation and seemed unconvinced that it was the optimal solution. Written responses to the open-ended question provided key insight into faculty attitudes. The majority of concerns identified were educational issues, particularly dealing with the effectiveness of a computer-based format when teaching highly-interactive management courses.
Based on these results, recommended intervention strategies for DSMC were generated. These strategies focus on the need for better information dissemination about educational technology and for a realistic implementation plan. More importantly, interventions were recommended to provide incentives for faculty to increase proficiency with educational technology and the use of technology in their courses.Ed. D.
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Merz, Jacqueline Ann Kern. "Stages of concern of managers about the adoption of satellite systems for training the Defense Finance and Accounting Service." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-154525/.
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Hinch, Steven W. "Stages of concern and frequency of use of computer-based resources by middle school social studies teachers /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999298.
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Haynes, Dorothy Elizabeth. "The Texas Library Connection network : usage by school library media specialists related to the stages of concern /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Martin, Darrin T. "The Change Process: Stages of Concern of the Standards of Learning in Superintendents' Region Seven in Virginia." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27036.
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The purpose of this study was to determine the levels of concern of central office instructional administrators, building level principals, and teachers in Superintendents' Region Seven as they implement Virginias' Standards of Learning initiative. The Stages of Concern (SOC) Questionnaire and demographic sheet were mailed to a sample of 405 instructional personnel of Superintendents' Region Seven in Virginia; 231 responded. The data were analyzed using descriptive statistics and multivariate analysis of variance procedures at the a=. 05 level of significance.
Results revealed that central office instructional administrators (N=31), elementary principals (N=31), secondary principals (N=32), and elementary (N=33) and secondary teachers (N=33) not responsible for administering SOL Tests possessed profiles indicative of nonusers. The concerns for these groups were typically highest on stages 0, 1, and 2 and lowest on stages 4, 5, and 6. When the data were analyzed for elementary (N=30), and secondary teachers (N=41) responsible for administering SOL Tests, the findings identified these groups as possessing similar concerns. These groups were highest in stages 3, 6, and 2, respectively.
A series of ANOVAs and Scheffes' post hoc analyses at the .05 level were conducted to analyze the data according to the group position/user or nonuser in relation to the seven stages of concern. When the participants were grouped according to position/grade level in relation to the seven stages of concern, an analysis of variance and Scheffes' post hoc were conducted to determine if the groups were significantly different at the .05 level.
How practitioners feel about and perceive change will in large part determine whether or not change actually occurs in schools. The amount and scope of educational change needed to successfully implement the Standards of Learning is evident. It is believed the results of this study will provide reformers with an assessment of the various perceptions educators in Superintendents' Region Seven have regarding the implementation of the Standards of Learning. The implications and recommendations could aid reformers as they continue to implement the Standards of Learning and as they implement future initiatives.Ed. D.
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Alshammari, Bandar S. "The Developmental Stages of Concern of Teachers Toward the Implementation of the Information Technology Curriculum in Kuwait." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2662/.
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Change is best carried out by individual teachers, and, thus, identifying and resolving teachers concerns about an innovation is imperative in guiding the change process to a successful point of implementation. The purpose of this study was to identify concerns that teachers experienced when implementing the Information Technology curriculum in all intermediate schools in Kuwait and to examine the relationships among teachers reported stages of concern and other factors, such as gender and experience. The stages of concern, one dimension of the Concerns-Based Adoption Model (CBAM), was applied to reveal teachers concerns. The Stages of Concern Questionnaire (SoCQ) and a demographic survey were completed by 248 respondents. The SoCQ measures seven stages of concern that reflect three dimensions: self (awareness, informational, and personal); task (management); and impact (consequence, collaboration, and refocusing Group profile analysis revealed that teachers had four high concerns related to collaboration, personal, refocusing, and informational stages. Teachers also reported low concerns at the management and awareness stages. Both females and males reported collaboration as their greater concern. Teachers with more years of experience reported higher impact concerns. The analysis of individuals peak concerns revealed that the majority of the respondents were adopters of the innovation. The analysis of the first highest and second highest concerns among teachers revealed the development of three patterns of concerns: self concerns, mixed concerns, and impact concerns. Results indicated that the majority of teachers were at the mixed-concern level. With more years of experience, teachers concerns shifted from self to task and finally to impact concerns. The results of concern analysis are consistent with Fullers theory of concern development. MANOVA revealed significant differences in means between females and males at management and refocusing stages. Females had higher concerns about management; males had higher refocusing concern. However, no significant relationship was found between experience and the reported stages of concern. For successful implementation, the concerns of teachers must be resolved. The CBAM including the SoCQ is recommended to KISITP coordinators as a diagnostic tool to facilitate change and to provide appropriate staff development. Suggestions were made for future research to continue validation of the SoCQ in Arabic cultures.
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Randall, John H. "Stages of faculty concern about teaching online| Relationships between faculty teaching methods and technology use in teaching." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139810.
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As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. The majority of faculty reported being unconcerned about teaching online.
The correlations conducted between faculty’s concerns about teaching online and their teaching methods showed that while some relationships exist, the strength of the relationships are weak. The same was true for the relationships between faculty’s technology use and their concern about teaching online. Additionally, analysis of variance revealed faculty who practice more student-centered teaching methods are more likely to focus on coordinating and cooperating with others regarding teaching online.
It can be concluded that the majority of faculty at the institution are not concerned about teaching online and that overall, their technology use and specific teaching methods do not contribute to their concerns about teaching online. However, it was found that faculty who are more student-centered are more likely to cooperate and coordinate with others in regards to teaching online. These findings have implications for the institution where this research was conducted. The administration can be more confident knowing that many of their faculty are not highly concerned about teaching online, therefore, may be less likely to resist teaching these types of classes. The administration now has information that shows faculty who are more student-centered are more likely to cooperate with others in regards to teaching online. These faculty may be more inclined to promote online teaching and ultimately help fulfill the strategic plans of the University.
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Richards, Gail Griffin. "Using the Testwell wellness inventory and Stages of change measurement questionnaire to measure wellness levels." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020164.
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The purpose of this study was twofold: (a) to determine whether wellness management students would have higher levels of wellness than students who are not studying wellness, and (b) to determine if the results of the Stages of Change measurement questionnaire would correlate positively with the results of a standardized wellness measurement questionnaire. The first issue was examined by comparing total wellness levels of wellness management graduate students with total wellness levels of nonwellness management graduate students, as measured by the Testwell Wellness Inventory. There was no statistical difference between the two groups. This suggests that wellness students may not be effective models in their chosen field. The second issue was examined by testing whether the Stages of Change measurement questionnaire would correlate positively with the Testwell total wellness score. Study results showed that if students scored high in wellness, they would score in a high Stages of Change category. This suggests that the Stages of Change questionnaire may be used to measure readiness for general lifestyle behavior change.Fisher Institute for Wellness
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Marcu, Amber Diane. "Relationship of Self-Efficacy to the Stages of Concern in the Adoption of an Innovation in Higher Education." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19340.
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In this research, it was proposed that self-efficacy is the missing underlying psychological factor in innovation diffusion models of higher education. This is based upon research conducted in the fields of innovation-diffusion in higher education, technology adoption, self-efficacy, health and behavioral change. It was theorized that if self-efficacy is related to adoption, it could provide a quick-scoring method for adoption efficiency and effectiveness that would be easy to administer. The innovation-diffusion model used in this study was Hall and Hord\'s (1987) Concerns Based Adoption Model (CBAM) and it\'s Seven Stages of Concern (SoC) About an Innovation. The SoC measures a user\'s perception of"and concerns about"an innovation over time. The self-efficacies under study were general, teaching, and technology. The scales used in this research instrument were Chen\'s New General Self-Efficacy (NGSE), Prieto\'s College Teaching Self-Efficacy Scale (CTSES), and Lichty\'s Teaching with Technology Self-efficacy scale (MUTEBI), respectively. This research hoped to uncover a relationship between self-efficacies and a Stage of Concern in the adoption of an instructional technology innovation, Google Apps for Education, at a large university institution. Over 150 quantitative responses were collected from a pool of 1,713 instructional faculty between late Fall 2012 and early Spring 2013 semesters. The response group was not representative of the larger population. Forty-six percent represented non-tenure track faculty compared to the expected 19 percent. Analysis using nominal logistic regression between self-efficacy and Stages of Concern revealed that no statistically significant relationship was found. Of note is that nearly all participants could be classified as being in the early-stages of an innovation adoption, possibly skewing the overall results.Ph. D.
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Singh, Ajay. "Parent-Completed Developmental Screening: Validity, Reliability and Utility of the 6-Year Ages and Stages Questionnaire." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19192.
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The psychometric properties of a parent-completed developmental questionnaire for children at 6 years of age were investigated. Currently, few developmental screening instruments for 6-year-old children have been validated, and most available instruments are designed to be completed by teachers or professionals, who may not witness an optimal sample of child behavior. Thus a screening tool with robust psychometric properties is needed that can be completed by parents or caregivers who see the child across settings and time. A total of 169 children participated in this research. Data collection included online and paper completion during well child visits, in clinics, at preschool programs, and in parents' homes. A random subsample was asked to participate in reliability and convergent validity studies. Cronbach's alpha coefficient was used to measure internal consistency reliability. Results indicated a Cronbach alpha of agreement with the Child Development Inventory was used. A Confirmatory Factor Analysis with categorical data confirmed the 6-Year Ages and Stages Questionnaire domains, e.g., communication, personal social, fine motor, gross motor, and problem solving. Limitations of the current study and directions for future research are discussed.10000-01-01
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Oliver, Brad Ernest. "Measuring stages of teacher concern about instructional technology : a descriptive study of select Indiana elementary teachers' attitudes and beliefs." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259309.
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The purpose of this study was to measure stages of teacher concern about the use of instructional technology in the elementary classroom. The study examined the role of instructional technology as a change innovation within the Concerns-Based Adoption Model (CBAM).Elementary schools selected for this study were identified through the Indiana Department of Education's School Technology Profile completed during the spring of 2000. Stages of Concern Questionnaires (SoCQ) were mailed and systematically distributed to teachers in each school during the fall of 2002. The SoCQ consisted of thirty-five Likert-scale items that asked respondents to rate statements concerning instructional technology on a five-point scale.Data obtained from the Stages of Concern Questionnaire were analyzed, summarized, and presented in narrative form. Tables were developed to report the data. The following conclusions were drawn based on the findings in the study:1. Change innovations exist as a developmental pattern consisting of personal feelings and perceptions that evolve as the change process unfolds.2. Instructional technology exists as a change innovation for Indiana elementary teachers.3. Concerns expressed by Indiana elementary teachers toward instructional technology exist with similar levels of intensity at seven developmental stages.4. Among Indiana elementary teachers, significant differences exist among teachers at the Information and Collaborative stage, Consequence and Collaboration stage, and Consequence and Refocusing stage.5. When examining years of teaching experience, significant differences exist among teachers at the Informational, Management, and Refocusing stages.6. Indiana elementary teachers who had previous teaching experiences as middle school and high school teachers expressed no significant differences in concern when levels of teaching experience were considered.7. Indiana elementary teachers expressed no significant differences in concern when stand-alone computers limited their access to instructional technology.8. Indiana elementary teachers expressed no significant differences in concern when computer access to the Internet was readily available.9. Indiana elementary teachers expressed significant differences in concern about instructional technology when specific models for teacher training were examined.10. Indiana elementary teachers expressed no significant differences in concern when school district mandates to use instructional technology in the classroom were examined.Department of Educational Leadership
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Hansen, Kristina S. Withers. "Body Shape Dissatisfaction: Patterns of Concern Among Subgroups of College Freshmen Women." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2471.pdf.
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Pesola, Lauren E. "Parkinson's Disease: Are There Differences Among Measured & Perceived Function Between Stages of Disease." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1408758404.
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Airey, Linda. "The development of elementary science teaching skills : as seen in the triangulation of stages of concern, teacher portfolios, and levels of use of the innovation interviews." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955852.
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Qualitative and quantitative methods were used to document the three-year journey of 16 effective teachers in an elementary science, inservice project in order to gain understanding of factors which influence the development of investigative science teaching skills and commitment. The need for this study arises from the paucity of elementary teachers able to teach science in a fashion advocated by national science groups, and from the difficulty of bringing about lasting, widespread changes in science teaching. A triangulation was accomplished by examining Stages of Concern statements, teacher portfolios, and Levels of Use of the Innovation interviews.The findings underline the length of time and the intensity of involvement associated with full acceptance of investigative science teaching by this sample of teachers. There was a progression in Stages of Concern from self, to management of the science setting, to student effects, to helping other teachers.Analysis of "best selection" portfolios by trained raters, using analytic/holistic rubrics, showed that by the end of the second year the teachers were proficient in their ability to: guide students in the use of process skills to investigate concepts; conduct student assessments; design age-appropriate lessons; allow time for concept understanding; and, uncover, rather than "cover," topics. In spite of this proficiency, the teachers continued to have concerns about management and student achievement with each new unit.By the end of year two, teachers were still teaching some units exactly as presented in the workshop, but many teachers were also starting to make modifications which, for some, led to integration across disciplines. It was not until the end of the second year that 56 percent of the teachers expressed the need to share their expertise. And, it was not until the end of the third year that 43 percent of the teachers were most concerned about sharing with other teachers. Coincidentally, the Levels of Use of the Innovation interview at this time revealed that teachers were involved in a variety of strategies for helping colleagues improve their science teaching. The interviews also identified the solidification of social/professional relationships that evolved during the project.Department of Biology
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SANTANA, CRISTINA MARIA TEIXEIRA. "AGES AND STAGES QUESTIONNAIRE-BRAZIL-2011: ADJUSTMENTS IN ASQ-BR CROSS CULTURAL ADAPTATION TO PUBLIC CHILD DAYCARE CENTERS AND PRESCHOOLS IN RIO DE JANEIRO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29081@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Creches e pré-escolas podem beneficiar-se profundamente de instrumentos de triagem precisos e confiáveis. O Ages e Stages Questionnarie foi adaptado para o português brasileiro em 2010 (Filgueiras et al., 2013) e renomeado ASQ-BR. Independentemente de seus bons resultados, foram necessárias modificações em alguns de seus itens para melhorar a medida do instrumento. O objetivo do presente estudo é o de modificar tais itens e verificar se as mudanças lograram aumentar a confiabilidade do teste. Este estudo pesquisou 67.522 crianças de 972 creches públicas e pré-escolas do Rio de Janeiro, Brasil. Os dados foram coletados em novembro e dezembro de 2011. As mudanças nos itens foram feitas considerando-se o alfa de Cronbach e a correlação item-total do ASQ-BR. Foram calculadas a confiabilidade, dimensionalidade e correlações item-total. Quanto à dimensionalidade, 86,2 por cento das escalas do ASQ-BR-2011 foram unidimensionais. A consistência interna mostrou melhora de 2010 para 2011 com 53,8 por cento das escalas tendo aumentado o alfa contra 41,2 por cento tendo diminuído e 5,0 por cento tendo permanecido com os mesmos valores. Finalmente, 65,2 por cento dos itens modificados apresentaram melhora com base nas correlações item totais. Embora o objetivo do presente estudo tenha sido parcialmente alcançado, algumas escalas apresentaram resultados abaixo dos critérios estabelecidos. Por outro lado, as medidas do instrumento melhoraram em vários aspectos de 2010 para 2011, especialmente no domínio pessoal / social.
Day-care centers and pre-schools highly benefit from precise and reliable screening measures. Ages and Stages Questionnaire was adapted to Brazilian Portuguese in 2010 (Filgueiras et al., 2013) and renamed ASQ-BR. Regardless of its good results, modifications in a few items were required to improve the instrument s measure. The objective of the present study is to modify such ASQ-BR s items and verify if the changes increase the reliability of the test. This study researched 67,522 children from 972 public day-care centers and pre-schools of Rio de Janeiro, Brazil. The data was collected in November and December, 2011. The changes in the items were made considering Cronbach s alpha and item-to-total correlations in ASQ-BR. Reliability, dimensionality and item to total correlations were calculated. Regarding dimensionality, 86.2 per cent of the scales in ASQ-BR-2011 were unidimensional. Internal consistency showed improvement from 2010 to 2011, 53.8 per cent of the scales increased the alpha statistics against 41.2 per cent that decreased – 5.0 per cent remained the same. Finally, 65.2 per cent of the modified items showed improvement based on item-to-total correlations. Though the objective of the present study was partially achieved, a few scales presented results below the established criteria. In contrast, the instrument s measure improved in several aspects from 2010 to 2011, especially in the Personal/social domain.
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Carroll, Millicent Hope. "Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79900.
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Previous literature has exposed the impact of concerns and beliefs on a teacher's decision to adopt online teaching methods, and in particular for Graphic Communications teachers, the extent to which their concerns and beliefs influence whether or not they decide to teach online. The potential problem that may exist is that of Graphic Communications teachers' concerns and beliefs are playing a role in impeding their transitioning to teaching in the online environment. The purpose of this study was to examine how teacher concerns and beliefs might be affecting a Graphic Communications teacher's adoption of online teaching. Although there are a multitude of factors that may inhibit Graphic Communications teachers from teaching online, this study sought to document the extent to which teacher concerns and beliefs toward online teaching impact their decision to adopt these practices.
This study included a purposeful sample of 79 Graphic Communications educators across the United States and Canada. Data collected from the Graphic Communications Teachers Beliefs Towards Teaching Online (GCTBTTO) survey were analyzed using the Stages of Concern scoring device, simple means, and sample correlation coefficients to examine participant concerns and beliefs towards online teaching and the relationship between their concerns and beliefs. A theme analysis of open-ended responses about teaching online provided further assessment of participant beliefs and concerns towards the innovation.
Findings from this study revealed Graphic Communications teachers who had taught online had higher levels of external concerns and stronger beliefs towards teaching online. Graphic Communications teachers who had not taught online had higher levels of internal concerns and average beliefs towards teaching online. T-tests revealed the difference in concerns between the sub-groups of teachers was significant across all stages except Management, where online and non-online teachers had similar management concerns about online teaching. For online teachers, task value and cost beliefs were found to have a moderately strong negative correlation to concerns in the Awareness stage, with no significant relationship between expectancy/ability beliefs and any stages of concern. For teachers not teaching online, task value and cost beliefs had a strong positive correlation with their Collaboration concerns, and expectancy/ability beliefs were strongly positively related to their Refocusing concerns. These findings also revealed that most Graphic Communications teachers do not believe hands-on courses which require manipulation of machinery can be taught online, although online teachers are teaching these types of classes with hybrid methods of instruction. The findings from this study provide implications for change facilitators and their consideration of faculty concerns and beliefs. The recommendations for this study suggest ways in which researchers, educators, and change facilitators can address concerns and beliefs in order to develop new innovative teaching methods for hands-on classes.Ed. D.
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Wells, Robert Davis. "An exploration of the stages of change model in a group treatment program for male batterers." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1355.
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The purpose of this study was to investigate the adequacy of the Stages of Change model in a group therapy treatment program for male batterers. The sample consisted of three groups with a total sample size of 22 participants. Data for this study were obtained by administering the Safe at Home Instrument and the Group Climate Questionnaire Short Form. Results indicated the Safe at Home Instrument had limited clinical utility with involuntary male batterers. Independent of scoring method used, the majority of participants reached the action stage early in group treatment. Because the action stage is the highest stage attainable in this study, further growth was not measurable. The lack of variability in participants scores on the Safe at Home Instrument limits its clinical usefulness. Results from the Group Climate Questionnaire
Short Form indicate the groups did not progress according to a popular group development theory (MacKenzie & Livesley, 1983). The groups appear to enter the differentiation stage but do not successfully master the developmental issues needed to progress through the subsequent stages. The results from both instruments indicate that treatment groups with involuntary, male batterers did not progress as expected.
Recommendations for future research and clinical practice are discussed.
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Parkhagen, Frida, and Josefine Eriksson. "Vilka avancemangsfaktorer påverkar män och kvinnor att avancera på karriärstegen? : kvantitativ undersökning inom revisionsbranschen." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9632.
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Purpose: The aim of this bachelor thesis is to explain how advancement factors affect men and woman to advance in their careers in the accounting profession. Methodology: A positivist approaches and a deductive approach, with a quantitative method was used to obtain the results of the analysis. Theoretical perspective: The theory describes the career stages, audit assistant, approved auditor, registered auditor, manager and partner. Their responsibilities and what it takes to get there is explained. Theory section also describes the different advancement factors from a gender perspective. Empirical: The empirical material is based on a survey conducted in respondents who represent the five career stages. The collected data is then analyzed using statistical tests. Conclusion: The analysis shows that the identified career advancement factors that limit and stimulates the male and female auditors’ career ladder. Some advancement factors limited female auditors’ career ladder more than a generation.Syfte: Syftet med denna kandidatuppsats är att förklara hur avancemangsfaktorerna påverkar män och kvinnor att avancera på karriärstegen inom revisionsbranschen. Metod: Ett positivistiskt angreppsätt och en deduktiv ansats, med en kvantitativ metod har använts för att få fram resultatet till analysen. Teori: Teorin beskriver de olika karriärstegen, revisorsassistent, godkänd revisor, auktoriserad revisor, chef och partner. Deras arbetsuppgifter samt vad som krävs för att ta sig dit förklaras. Teoridelen beskriver också de olika avancemangsfaktorerna utifrån ett könsperspektiv. Empiri: Det empiriska materialet är baserat på en enkätundersökning utförd på respondenter som representerar de fem karriärstegen. Datainsamlingen har sedan analyserats med hjälp av statistiska tester. Resultat: Analysen visar att de identifierade avancemangsfaktorerna både begränsar och stimulerar manliga och kvinnliga revisors karriärstege. Somliga avancemangsfaktorer begränsade en kvinnlig revisors karriärstege mer än en mans.
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FILGUEIRAS, ALBERTO. "TRANSCULTURAL ADAPTATION AND PSYCHOMETRIC ASSESSMENT OF THE AGES AND STAGES QUESTIONNAIRE (ASQ) AS AN INDEX FOR CHILD DEVELOPMENT IN THE PUBLIC CARE CENTERS SYSTEM FROM RIO DE JANEIRO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=19270@1.
Full textAbstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORPROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O Ages and Stages Questionnaire Terceira Edição (ASQ-3) é um teste de screening usado para detectar atrasos no desenvolvimento em crianças na idade pré-escolar. Apesar de ter sido traduzido para diversas línguas como Espanhol, Francês, Dinamarquês, Holandês, Coreano e Chinês, o ASQ ainda não foi traduzido para o Português ou estudado no Brasil. Neste estudo, as propriedades psicométricas do ASQ-BR foram examinadas para compreender a eficácia do instrumento no sistema público de creches e pré-escolas. A retro-tradução foi utilizada, e adaptações culturais foram feitas para assegurar a adaptação completa do teste para a cultura brasileira. A versão final do ASQ-BR foi aplicada em uma amostra de 46.650 crianças em creches públicas do município do Rio de Janeiro. A Teoria Clássica dos Testes (TCT; Alfa de Cronbach e Correlação Item-Total), e a Teoria de Resposta ao Item (TRI) baseada na análise de Mokken (H de Loevinger e rho de MS) e modelo de análise de Rasch (médias quadráticas de infit e outfit, confiabilidade de itens e pessoas) foram usadas. O coeficiente alfa de Cronbach oscilou entre 0.52 e 0.89, e a Correlação Item-Total revelou apenas 50 dos 570 itens (8.8 por cento) abaixo de 0.30. A análise de Mokken corroborou com a TCT. Na análise Rasch, apenas 53 dos 570 itens (9.3 por cento) mostraram problemas de ajuste, mas nenhum item apresentou infit maior que 2.0. Confiabilidade da Pessoa variou entre 0.34 e 0.62 e Confiabilidade do Item oscilou entre 0.83 e 0.99. No geral, o instrumento mostrou boas propriedades psicométricas. Os resultados e o uso da SQ-BR no sistema público de creches e pré-escolas são discutidos.
The Ages and Stages Questionnaire Third Edition (ASQ-3) is a screening test used to detect developmental delays in pre-school children. Despite being translated for many languages such as Spanish, French, Danish, Dutch, Korean and Chinese, ASQ have not been translated to Brazilian Portuguese or studied in Brazil yet. In this study, Psychometric properties of ASQ-BR were examined to understand the effectiveness of the instrument in public child care centers system. Back-translation was used and, cultural adaptations were made to assure the full adaptation of the test to Brazilian culture. The final version of ASQ-BR was used in 45,650 children in public child care centers from Rio de Janeiro. Classical Test Theory (CTT; Cronbach’s alpha and item-to-total correlations), and Item Response Theory (IRT) based on Mokken analysis (Loevinger’s H and MS rho) and Rasch modeling analysis (infit and outfit mean squares, and person and item reliability) were used. Cronbach’s coefficient alpha ranged from 0.52 to 0.89, and item-to-total correlations revealed only 50 of 570 items (8.8 per cent) under 0.30. Mokken analysis corroborated with CTT indexes. In Rasch analysis, only 53 of 570 (9.3 per cent) items showed misfit problems, but no item presented infit higher than 2.0. Person reliability ranged from 0.34 to 0.62 and item reliability ranged from 0.83 to 0.99. Overall, the instrument showed good psychometric properties. The results and the usage of ASQ-BR in public child care system are discussed.
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McCann, Jennifer Laura. "Comparing Indices of Diet Quality and Nutrient Intakes in Patients with Varying Stages of Non-alcoholic Fatty Liver Disease Utilizing a Web-based 90-day Food Frequency Questionnaire." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555421355382894.
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Waddell, Stephen F. (Stephen Fred). "Effects of Change Facilitator Styles on Elementary Teachers' Concerns about Adoption of Outcome-Based Education." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278104/.
Full textAbstract:
The impact of change facilitator styles (CFS) on elementary teachers' stages of concerns (SoC) about adopting outcome-based education (OBE) in their schools was studied. The group studied was 266 teachers from the Texas Network for Outcome-Based Education. Principal styles are based on the Concerns-Based Adoption Model (CBAM. Styles were determined by the Change Facilitator Style Questionnaire, and teachers' concerns profiles were measured by the Stages of Concern Questionnaire. ANOVA and t tests were conducted to assess the effects of CFS at each of the seven stages of concern. ANOVA assessed teachers' educational level, experience with teaching and OBE, principal gender and type of community related to SoC. Chi-square addressed the relationship among the demographic variables and CFS.
With schools as the unit of analysis, significant differences at stages 0,1,2 were found. When teachers were the unit of analysis, significant differences were found at stages 0,1,2, and 3. Concerns of teachers with Initiator style principals were significantly lower at these stages. All teachers demonstrated concerns typical of nonusers, indicating resistance to OBE. Concerns were significantly lower for teachers with master's degree than for bachelor's at stages 0 to 3. Teachers with the least experience with OBE had significantly higher concerns. Chi-square compared change facilitator styles with the demographic variables. The only significant results were more males at the management style than expected.
These findings support the CBAMtheory that the initiator style is more effective at impacting SoC and improving success in adopting an innovation. Teacher demographic variables do not affect SoC or CFS. The study indicates problems implementing OBE but suggests effective leadership could impact teachers' concerns.
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Liu, Ya-Ping, and 劉亞平. "The Web-Based Questionnaire Measuring Stages of Concern about Educational Innovations." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/89142138299402965260.
Full textAbstract:
碩士國立台南師範學院
資訊教育研究所
86
The purpose of this study is to introduce the Stages of Concern Questionnaire (SocQ) to provide an instrument to diagnose and facilitate educational innovations in Taiwan. The SoCQ, which is developed at the Texas Research and Development Center, is to identify seven different stages of concern about educational innovations. The stages are hypothesized according to the Concern Based Adoption Model (CBAM) and reflect different ways people react while involved in the adoption of a process or product innovation. This study will revise the SoCQ and eventually develop a web-based Chinese version of the SoCQ (The permission has been granted.). First of all, the SoCQ will be translated and revised. The resulting Chinese questionnaire will be tested for estimates of reliability, consistency, and validity with samples and innovations in Taiwan. After the confirmation that the SoCQ can reliably and accurately measure, a SoCQ system based on the World Wide Web will be constructed. The questionnaire thus can be administered at any time and in any place via computer networks. In addition, the questionnaire system will provide real-time scoring and interpretation functions. The web-based SoCQ will also be estimated for its reliability and validity. Lastly, the difference in response to the pencil-and-paper questionnaire and the web-based version will be compared.
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Lucas, Claude E. "Administrator's stages of concern in the conversion of Georgia technical institutes to technical colleges." 2004. http://purl.galileo.usg.edu/uga%5Fetd/lucas%5Fclaude%5Fe%5F200412%5Fedd.
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Huffman, Jacqueline Sara Deighton. "Stages of concern toward the career and technical education standards for national board certification." 2001. http://purl.galileo.usg.edu/uga%5Fetd/huffman%5Fjacqueline%5Fs%5F200108%5Fedd.
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Chiou, Huei-ling, and 邱慧玲. "Elementary School Teachers'''' Stages of Concern and Levels of Use of 9-year Joint Curriculum." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/54859118301499368457.
Full textAbstract:
碩士臺中師範學院
國民教育研究所
90
The main purposes of this study, based on the Concerns-Based Adoption Model (CBAM), were to explore elementary school teachers'''' Stages of Concern（SoC）and Levels of Use（LoU）of 9 year Joint Curriculum. Furthermore, the differences among the independent variables such as teachers’gender, educational background, inservice-training experiences, on-duty years, teaching grade, school location, school size, experimental and un-experimental school were examined. Lastly, the relationship between SoC and LoU were identified. According to literature review, “A Questionnaire of implementing 9-year Joint Curriculum of Elementary School Teachers” was developed, and 577 elementary teachers were surveyed. The data from the questionnaire were statistically analyzed by the percentage similarity verification test （χ2）, t-test, one-way ANOVA, canonical correlation analysis and product-moment correlation analysis. The major findings of this study were as follows: 1.Teachers'''' Stage of Concern of 9-year Joint Curriculum was「Consequence Stage」. 2.There were significant differences of elementary school teacher''''s gender, inservice-training experiences, teaching grade and school locations on Stages of Concern of 9-year Joint Curriculum. 3.Teachers'''' Level of Use of 9-year Joint Curriculum was「Mechanical Use」. 4.There were significant differences of elementary school teacher''''s gender, inservice-training experiences, teaching grade, school size, school location and experimental and un-experimental school on Levels of Use of 9-year Joint Curriculum. 5.There was a positive correlation between SoC and LoU. According the findings mentioned above, this study proposed some suggestions about administrative leadership, in-serve teacher education and further research.
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HUANG, HUI-CHUN, and 黃慧君. "The Study on Stages of Concern and Technology Leadership on Mobile Learning in Pingtung Principals." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/wy5srh.
Full textAbstract:
碩士國立屏東大學
多媒體動畫碩士在職學位學程
107
The purpose of this study aimed to investigate the current situation of Stages of Concern and Technology Leadership for Mobile Learning by the elementary school, junior high school and senior high school principals in Pintung. It explored the differences between Stages of Concern and Technology Leadership for Mobile Learning were compared, according to principals’ background variables. This research provided concrete advices for reference. To improve Principals’ concern and value for promoting Mobile Learning. This study will be conducted by the questionnaire survey method. The general investigation is based on the elementary school, junior high school and senior high school principals in Pintung. As the main tool is used by "The questionnaire of Stages of Concern and Technology Leadership in Mobile Learning by the elementary school, junior high school and senior high school principals in Pintung." There were 223 questionnaires sent and retrieval percentage was 41.7%. Those collected data were analyzed by the SPSS 24.0 for windows software with statistical methods, such as Description Statistics, Independent T Test, Analysis of Variance, Scheffé Method and Pearson Product-Moment Correlation. The conclusions of this research were summarized below: 1. Principals of different major subject, seniority, school size are part of significant differences in Stages of Concern for Mobile Learning; Principals of different gender, age, highest academic qualifications, level of school, school location, and information-related study hours are not significant differences in Stages of Concern for Mobile Learning. 2. Principals of different major subject is part of significant differences in Technology Leadership for Mobile Learning; Principals of different gender, age, highest academic qualifications, seniority, level of school, school size, school location, and information-related study hours are not significant differences in Technology Leadership for Mobile Learning. 3. The degree of Stages of Concern in Mobile Learning which is above the middle level by the elementary school, junior high school and senior high school principals in Pintung. "Collaboration concern" as the highest and "personal concern" is the lowest. 4. The degree of Technology Leadership in Mobile Learning which is above the middle level by the elementary school, junior high school and senior high school principals in Pintung. "Personnel development and training" as the highest and "Evaluation and research" is the lowest. 5. There were high positive correlations between the variables of Stages of concern and Technology leadership by the elementary school, junior high school and senior high school principals in Pintung.
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Liu, Yu-chung, and 劉祐彰. "A Study On Stages of Concern and Levels of Use of Elementary School Teachers’ Curriculum Practice." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/63163446860629130021.
Full textAbstract:
博士國立中正大學
課程研究所
98
A Study On Stages of Concern and Levels of Use of Elementary School Teachers’ Curriculum Practice Abstract Since the practice of Grade 1-9 Curriculum, there are many issue and difficulties to be further explored and solved so far; therefore, in this research, stages of concern and levels of use used in curriculum practice are used as the framework of the research, to carry out the qualitative research of the practice of Grade 1-9 Curriculum in elementary schools. There are four goals of this research: 1. To understand the stages of concern of Grade 1-9 Curriculum reform from elementary school teachers’ practice. 2. To analyze the levels of use of Grade 1-9 Curriculum reform from elementary school teachers’ practice. 3. To analyze and compare the difference between stages of concern and levels of use of elementary school teachers’ practicing curriculum in two schools. 4. By concluding the discussion of documentary and the finding of the research for the review and correct CBAM, the inspiration on stages of concern and levels of use of elementary school teachers and practical research are addressed. In the aspects of study method, this study belongs to more like case study, by using attending observation in qualitative research, deep interview and document analysis as methods. The conclusions are as followed: 1. Issues drown teachers’ concern includes: how to transfer the content of text books to local curriculum text; the approved version becoming the authority of the other type of version; the ineffectiveness of practice from the morality education blending in all learning fields; the text books in approved version ignore the vertical connection of curriculum content and horizontal integration of learning fields; too many activity curriculum cause the problem on teachers’ rush to class and students’ ineffectiveness of learning; text book sellers skillful manipulate the coherence of the curriculum content for getting the contract; the influence on teachers’ profession growth from the copy of curriculum program discs; Grade 1-9 Curriculum is lack of the core thought of philosophy, knowledge value, policy narration, and teachers’ participation; parents are not capable of teaching children’s study; students’ study achievement appears as two peaks of M-model; the capability indication is too complicated and becomes the barrier for teachers to design courses; local education authority over interfere schools for the development of curriculum, and force teacher to go further study by using executive order with the result of ineffectiveness. 2. Problems and difficulties encountered by teachers curriculum practice include the practice of school-based curriculum is influenced by historical experience of curriculum development and executive support on finance; teaching hours are seriously inadequate in subjects of Chinese and Math; math-field lessons are not well-connected in 3 to 6 grade; the ineffective practice of remedial instruction and after-school tutoring; teachers are used to rely on the authority of the text; over emphasis on curriculum integration becomes to integrate just for integration’s sake; the function of curriculum organization influences teachers’ profession and curriculum development in school; local education authority seriously push teaching hours of all fields out by adding extra curriculums; tutoring groups are not actually helpful for solving teachers’ teaching problems. Besides, changes of teachers’ teaching behavior and teaching skill are mainly because of the historical experience of curriculum development in school and the size of schools. Changes on teaching behavior includes teachers’ ability on designing curriculums, curriculum discussion and atmosphere of study, ways of practicing collaborative teaching, teaching examination and preparation time, analysis and review on questions of tests, and ways of using multiple evaluation. Changes on teaching skills include by the consideration on differences on students’ learning ability to adjust loading of homework and difficulty, to flexibly change teaching policy, to appoint students with knowledge and skill as tutors, to use information to add teaching for strengthening students learning motivation and interests. 3. Teachers in Sun Elementary school joined the trial of Grade 1-9 Curriculum, their concern stages in practicing curriculum are mainly focused on the fifth cooperation stage, with the intention of the sixth repetitive concern stages, which apparently are higher than teachers in Hope Elementary school who did not join the trial of Grade 1-9 Curriculum, from whose concern stages in practicing curriculum are mainly focused on the on the fourth outcome stage, with the intention of the fifth cooperation stage. Sun Elementary school teachers emphasize more on how teacher effectively use collaboration of semester year to carry out the design and development of school-based curriculum, teaching reform and learning evaluation, and innovative conduct curriculum material of comprehensive activities. Hope Elementary school teachers concerned more on the impact and influence on students’ learning from the reform of Grade 1-9 Curriculum. Their main focus is on students’ learning ability and the evaluation of learning achievement, the improvement of teaching ways fit for students’ learning, the appropriateness of students’ learning. In the aspect of levels of use of curriculum practice, teachers in Sun Elementary school joined the trial of Grade 1-9 Curriculum mainly fell on the seventh integration level, which is apparently higher than teacher in Hope Elementary school who did not join the trial of Grade 1-9 Curriculum mainly fell on the sixth delicacy level. In the aspect of the delicacy level, teachers in Hope Elementary school used teaching examination to flexibly change ways of teaching by both short-term and long-term results from practicing Grade 1-9 Curriculum, and utilized teaching equipment to form learning situation based on the outcome of evaluation to improve the result of curriculum practice, and cared students’ learning, then further had information blended into teaching of all fields, in hoping to strengthen students learning motivation and interest. In the aspect of integration level, teachers in Sun Elementary school often had teaching group cooperate and discuss, thinking how to be more effectively use the integrated curriculum design on school-based curriculum and the practice of outdoor teaching activities. 4. To review the outcome of this research and compare the related document, the points of the examination adjustment “CBAM” are as followed: A. The evaluation and belief with scientific control and explanation hidden would over stress on the personal changes of teachers, with the ignorance of changes on schools’ formal organization, and political, social, cultural influences in schools. B. concerns-based adoption model cannot clearly distinguish the advantages and disadvantages from curriculum reforming policy of narration curriculum, and influence of curriculum leadership and curriculum development-related important people, and cannot completely describe the whole face of curriculum practice. C. Concern stage and use level are limited in the fixed stages and levels, which cannot fully distinguish how to carry out a new curriculum from different schools, teachers, and places, and also possibly reduce the differences between all reforming policies of curriculums. In summary, this research is based on the finding and conclusion of the research, from Concerns-Based Adoption Model of curriculum practice, features and elements of curriculum reform, features and elements of organization development in schools, external elements of schools, the suggestions of research are proposed accordingly, in hoping to provide reference for the authority concern and people to carry out Grade 1-9 Curriculum, as well as the basis of continuously getting Grade 1-9 Curriculum for elementary schools. Key words: curriculum practice, stages of concern, levels of use
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Chen, Yan-Ju, and 陳燕如. "A Study on Stages of Concern and Acceptance of Technology for Telehealth among the Internet Users." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/32843219763014966106.
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碩士長榮大學
醫務管理學系碩士班
102
Objective The services provided by the medical industry have gradually changed with changes in social environment and advancement of information technology. For instance, telehealth is one of the services that have emerged and drawn increasing attention in recent years. However, every change has uncertainties, so some “innovations” may not be accepted by the general public. This study investigated people’s concern about and acceptance of the “telehealth” innovation and the correlation between the two variables. Method Data were collected from a cross-sectional survey administered to Internet users selected by purposive sampling during Feb 22~Apr 7, 2013. 413 responses were returned, and 411 of them were valid (99.5% valid response rate). The questionnaire consisted of demographic information, stage of concern scale, and UTAUT scale. In addition to analysis of descriptive statistics and differences across variables, this study performed hierarchical regression analysis to examine how stages of concern and levels of technology acceptance respectively affect usage intention. Results Overall, the respondents showed a low level of concern about and acceptance of telehealth. However, those with a chronic disease or experience with telehealth showed significantly higher concern about and acceptance of this innovation (p<0.01). The regression analysis indicated that “social influence” was positively related to “behavioral intention” (β=-0.456, p<0.001), and this relationship between “social influence” and “behavioral intention” (β=-0.436, p<0.001) was moderated by “experience” (β=-0.099, p<0.023). It should be noted that after the effect of stages of concern was considered, the total variance explained increased by nearly 9% (∆R2 =0.087, F change=8.066, p<0.001). The effects of “information” (β=-0.233, p=0.009) and “refocusing” (β=0.282, p<0.001) on “behavioral intention” were significant. Conclusion Diffusion of an innovation cannot be achieved overnight. It is foreseeable that many nations will be confronted with population aging and a rising demand for healthcare services. Hence, proper coping strategies should be drawn first. Results suggested that respondents with lower levels of concern about telehealth tended to show higher acceptance of this innovation. In other words, some changes can be made to the way information is communicated so as to increase people’s intention to use telehealth. Besides, service providers of telehealth should listen to suggestions and react to them properly. This is because people who are willing to provide suggestions about an innovation tend to have more concern about this innovation and are more likely to have higher intention to use it.
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Hsieh, Li-Ling, and 謝麗玲. "A Study of Junior High School Teachers’ Stages of Concern toward Integrating Information Technology into Instruction." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/76580275047125151252.
Full textAbstract:
碩士國立臺灣師範大學
資訊教育學系在職進修碩士班
95
The purposes of this research were to investigate junior high school teachers’ stages of concern toward integrating information technology into instruction and examine the effects of the demographic variables on stages of concern and effecting causes. It also analyzed the relations between the stages of concern and the effecting causes. The Stages of Concern questionnaire survey was administered to the junior high school teachers who attended the Web-based Learning Community Project of the Ministry of Education in 2006. The retrieval rate of the survey was 70.5%, and there were 423 effective respondents. The results of this research are as follows: (1) Junior high school teachers’ attitudes towards integrating information technology into instruction were mostly at the stage of ‘Unconcerned’. (2) While integrating information technology into instruction, science and technology teachers cared more about the influences on the students than language teachers did. Science and technology teachers had better ideas on that, and liked to cooperate with others to obtain the best effects. (3) Teachers who spent more time on learning information technology emphasized the impact concerns, and they considered that it helps more if there are more encouragement from administrative directors and colleagues, and continuous supports from schools. (4) Teachers who considered that the effecting causes are helpful showed higher stages of concern
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Lin, Yu-Yun, and 林佑昀. "A Study on the Stages of Concern of School-based Curriculum for Vocational High School Teachers." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/31046515224010714384.
Full textAbstract:
碩士國立屏東科技大學
技術及職業教育研究所
95
Abstract Student ID: N9470008 Title of Thesis: A Study on the Stages of Concern of School-based Curriculum for Vocational High School Teachers. Total Pages:145 Name of Institute：Institute of Technology and Vocation Education, National Pingtung University of Science and Technology Date of Graduation: June, 2007 Degree Conferred: Master Degree Name of Student: Yu-Yun Lin Advisor: Dr. Hsiang-jen Meng Abstract: The purpose of this study was to analyze the stages of concern (SoC) of school-based curriculum for vocational high school teachers in Taiwan. To achieve this goal, the study’s methodology adapted SoC questionnaire to investigate 280 teachers in terms of the extent to which each described their own school-based curriculum. The valid sampling rate is 80%. The data analysis included the descriptive statistics, t-test, one-way ANOVA, and post hoc method. Finally, conclusions of this study were reached as follows: 1. It was concluded that the SoC questionnaire represents a valid and appropriate structure describing teachers’ recognition stage from school-based curriculum initiative. 2. Based on the examined school-based curriculum, it represented different percentile in each stages which the awareness stage was 81, the information stage was 90, the personal stage was 83,the management stage was 73, the consequence stage was 48, the collaboration stage was 59, the refocusing stage was 73. 3. There were several significant differences among the stages of concern with personal background such as educational degree, on-the-job training, school committee, teaching related courses, educational reform participation. 4. The most of information resource reached from on-the-job training for 95 temporary curriculum guideline. About 20% of the educational reform information still rely mainly on web and colleagues. 5. The conclusion of this study provided relative information for educational authority, administrators, scholars and researchers as a reference to help them make better decision in the future action.
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LAI, MEI-HSING, and 賴美杏. "The Study on Stages of Concern of Pingtung’s Elementary School Teachers to Integrate Mobile Devices into Teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/27480204513490323786.
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碩士國立屏東大學
數位學習教學碩士學位學程
104
The purpose of this study is to understand the Stages of Concern about Pingtung’s elementary school teachers’ teaching integrated with mobile devices, and to explore the difference of Stages of Concern under different teacher’s background. This study provides some suggestions based on the research results to keep promoting the policy of “Integrating of Mobile Devices into Teaching.” This study adopts questionnaire survey, regarding official elementary school teachers in Pingtung as research objects. Simple random sampling was used for the sake of acquiring available data. The research tool is “Stages of Concern Questionnaire of Integrating Mobile Devices into Pingtung’s Elementary School Teacher’s Teaching.” The total samples are 350 and the retrieved samples are 325. The retrieval percentage is 92%. After discounting ineffective questionnaires, 261 questionnaires are valuable for data analysis. The usuage percentage is 80%. Through data analysis, the results are as follows: 1. Many elementary school teachers in Pingtung (73.9%) expressed highly support of integrating mobile devices into teaching. 2. In terms of gender, there was level of significance in Stages of Concern in mobile devices into teaching for elementary school teachers in Pingtung at Awareness, Information, the Personal, Management. 3. In terms of teachers’ major studies, there was level of significance in Stages of Concern in mobile devices into teaching for elementary school teachers in Pingtung at Awareness, Information, the Personal, Consequence, Collaboration, Refocusing. 4. Homeroom teachers showed a higher concern about Awareness, Information, the Personal than course subject teachers and teachers as administrators. 5. There was significant difference in Stages of Concern about Awareness, Information, the Personal between teachers who had 6 to 10-years teaching experience and those who had more than 21-years teaching experience, and that between teachers who had 11 to 15-years teaching experience and those who had more than 21-years teaching experience. 6. In terms of teachers’ seminar credits, there was level of significance in Stages of Concern mobile devices into teaching at Awareness, Information, the Personal, Collaboration, Refocusing. 7. In terms of schools with 6 classes and those with more than 20 classes, there was level of significance in Stages of Concern about Consequence. The personal background of elementary school teachers is an essential factor in influencing Stages of Concern in mobile devices into teaching. On the bases of this study findings, the researcher made some constructive suggestions for many relevant organizations in implementation of integrating mobile devices into instruction.
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"The Association between the Moral Foundations Theory, Ethical Concern and Fast Food Consumption." Master's thesis, 2013. http://hdl.handle.net/2286/R.I.16457.
Full textAbstract:
abstract: Health knowledge alone does not appear to lead to sustained healthy behavior, suggesting the need for alternative methods for improving diet. Recent research shows a possible role of moral contexts of food production on diet related behaviors; however no studies have been conducted to specifically explore the relationship between moral constructs and food consumption. This study examined the relationship between fast food consumption and two measures of morality, Moral Foundations Questionnaire (MFQ), specifically harm/care and purity/sanctity foundations, and the Ethical Concern in food choice (EC) questionnaire, which includes animal welfare, environment protection, political values, and religion subscales. The study also examined the association between the measures of morality. 739 participants, primarily female (71.4%) and non-Hispanic Whites (76.5%), completed an online survey that included the MFQ, the EC questionnaire, and a brief fast food screener. Participant's morality scores in relation to their fast food consumption were examined first using bivariate ANOVA analysis and then using logistic regression to control for covariates. The MFQ foundations were compared with the EC subscales using Pearson correlation coefficient. Significant bivariate relationships were seen between fast food consumption and the MFQ's purity/sanctity foundation and EC's religion subscales (p<0.05). However these significant bivariate relationships did not hold after controlling for gender, race, university education, and religion in the logistic regression analysis. The foundations of the MFQ were positively correlated with the subscales for the EC questionnaire (r values ranging from .233-.613 (p<0.01). MFQ's purity/sanctity foundation and EC's religion subscale were the two most highly correlated (r=.613, p<0.01) showing that moral intuitions may be associated with eating decision making. The study did not find significant associations between MFQ or EC scores and fast food consumption.Dissertation/Thesis
M.S. Nutrition 2013
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CHANG, YA-WEN, and 張雅雯. "Correlation between Stages of Concern and Levels of Use about Junior High School Teachers’ teaching integrated with Interactive Whiteboard." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/96701254802072349767.
Full textAbstract:
碩士中華大學
科技管理學系碩士班
99
The study is mainly about the survey of the Stages of Concern and Levels of Use about junior high school teacher’s teaching integrated with interactive whiteboard. The study also focuses on the difference of Stages of Concern and Levels of Use under different teacher’s background and school’s background. Finally, the study also looks into the correlation between Stages of Concerns and Levels of Use. Questionnaire Survey is adopted as the method. Regard the junior high school teachers in Taichung City as research objects. Adopt purposive samples. The research instrument are “Stages of Concern Questionnaire of Integrating Interactive Whiteboard into Junior High School Teacher’s Teaching” and “Levels of Use Branch Interview Questionnaire”. The total samples are 500 and the valid samples are 286. Through data analysis, the highest Stages of Concern are “Information” Stage. The highest percent of Levels of Use is “Orientation” Level. The Stages of Concerns of junior high school teacher differ due to different hours spent on computers daily, different hours spent on technology related workshops, different school location, different pieces of interactive whiteboard owned by the school. The significant difference is due to the different pieces of interactive whiteboard owned by the school. There is no significant correlation between Stages of Concern and the highest Levels of Use. However, Correlation between “Unaware” Stage and “Levels of Use” is positive, which means teachers of higher Levels of Use shows no concern toward the interactive whiteboard. It reveals that teachers are resistant toward the teaching integrated with interactive whiteboard.
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Chu, Cheng-Yu, and 朱鎮宇. "A Study of the Stages of Concern and Levels of Use about Integrating Information Technology into Instruction in Elementary Schools." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/26702524119611507935.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士班
95
The purpose of this study was to investigate the “stages of concern” and the “levels of use” of information technology integration into instruction for the teachers of elementary schools. In addition, this study aimed to compare the differences of demographic variables on the “stages of concern” and “levels of use” as well as to analyze the relations between the “stages of concern” and the “levels of use.” Based on the results, this study intended to provide relevant suggestions about integrating information technology into instruction to the policy executives. In order to achieve the research purpose, this study adopted the questionnaire survey method. The research population was public elementary school teachers in Taiwan and the subjects were selected by stratified random sampling. Two types of questionnaires were used, namely “stages of concern questionnaire on information technology integration into instruction” and “levels of use questionnaire on information technology integration into instruction.” In all, there were 1519 valid subjects and the return rate was 52.19%. These data were then analyzed through descriptive statistics, t-test, and one-way ANOVA. The summary of this study was listed as follows: 1. Elementary school teachers’ current concerns for information technology integration into instruction were mainly at the stage of “awareness.” 2. Elementary school teachers’ current uses of information technology integration into instruction were mainly at the level of “integration-mechanical.” 3. Regarding the stages of concern for information technology integration into instruction, differences existed among elementary school teachers in terms of location of school, size of school, gender, age, marital status, educational background, seniority, hours of technology training, and hours of technology use each week. 4. Regarding the levels of use of information technology integration into instruction, differences existed among elementary school teachers in terms of location of school, size of school, gender, age, marital status, educational background, seniority, hours of technology training, and hours of technology use each week. 5. The information seed elementary schools did outperform non information seed elementary schools on both the “stages of concern” and the “levels of use” of information technology integration into instruction. 6. For those elementary school teachers who had higher stages of concern for information technology integration into instruction, their levels of use were higher too. According to the summary, this study would like to provide the following suggestions. 1. Suggestions to the educational administrative agencies: (1) To keep renewing the facilities and equipment for integrating information technology into instruction. (2) To keep planning and implementing all kinds of projects on integrating information technology into instruction. (3) To target on medium-sized and small-sized schools for obtaining better diffusion outcomes in terms of integrating information technology into instruction. (4) To keep arranging the training programs and outcomes sharing platforms regarding information technology integration into instruction. (5) To build a more suitable evaluation system for the effects of integrating information technology into instruction. 2. Suggestions to the elementary schools and teachers: (1) To implement actively the instructional model of integrating information technology. (2) To make the best use of the questionnaires to measure “stages of concern” and “levels of use” at a certain point of time. (3) To provide specific training programs to certain groups of teachers. (4) To arrange routinely professional development activities to share the experiences and outcomes about information technology integration into instruction. (5) To encourage teachers to pursuit advanced studies in the area of education. 3. Suggestions for the future study: (1) As to the research subjects, it was suggested to investigate those teachers at the lower stages of concern or at the lower levels of use for a wider diffusion of information technology into instruction. (2) As to the research design, it was suggested to adopt the interview method to investigate the levels of use so as to fully correspond to the theoretical framework of CBAM. (3) As to the research variables, it was suggested to add the concept of “innovation” to the variables so as to provide the administration more complete information for decision making in terms of initiating projects of information technology integration into instruction (4) As to the research instruments, it was suggested to revise the items in the questionnaires so as to fit the actual situation in Taiwan, and to construct a localized scoring norm so that the research results could best meet our society’s environment.
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Ling, Yu Shu, and 余淑玲. "A Case Study of the Stages of Teachers′ Concern and Levels of Adoption of the Implementation of School-based Curriculum." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/31641027950464383507.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
96
This study, taking lower-grade teachers within the implementation of the curriculum as the main research object, attempts to investigate these teachers′ stages of concern and levels of adoption, both collectively and respectively, about the realistic operation of the curriculum. My aim is to discuss the potential correlation between the stages of concern and levels of adoption. Most of the literatures devise questionnaires based on the theory of CBAM and study the operation of curriculum in a quantitative manner. Based on the Concerns-Based Adoption Model (cf. G.E. Hall), my research studies the school-based curriculum program with flexible learning hours by the combination of case studies, interviews, document analyses, and teaching observation. At last, my conclusion and suggestion are provided. The evaluation method of the stages of concern and levels of adoption takes three things into consideration - the one-legged interview, the open-ended statement and the behavior observation. Firstly, as for the research result of the stages of concern, the development of the five teachers my studied matches the features of the 4th stage of concern, that is, the consequence stage – the focus of concern is the curriculum′ s influence and appropriateness for the students, evaluation of students′ ability and performance, and the minor adjustment for improving students′ performance. However, there is a difference among teachers with respect to the necessary minor adjustment resulting from the curriculum′ s influence on the students. It is also observed that the 5th stage of concern, the collaboration stage, is achieved by these five teachers. The teacher E has even achieved the highest level, namely, the refocusing stage. Secondly, through the interviews and observation data, the adoption level of the research objects mostly comes in between level 5 and level 7, that is, routine, integration, and refinement level. Only one of the teachers has achieved the highest level – the renewal level. This result indicates that the school-based curriculum with flexible class time is under smooth application in the school under study. Finally, the following is the relation between the stages of concern and levels of adoption: 1. The development of stages of concern has to be earlier than that of levels of adoption. In other words, understanding the thoughts of the instructor can facilitate the adoption levels of the curriculum. 2. Under the implementation of the school-based curriculum with flexible learning hours, the higher the teacher’s stage of concern is, the higher the adoption level would be. 3. The research result does not indication the teaching quality of the research objects. It can only be considered as the difference of concern focus and stages of development. 4. CBAM allows the mutual accommodation between the user and the curriculum.
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Mei-Hsiu, Chen, and 陳玫秀. "Elementary School first and second grade teachers'''' Stages of Concern, Levels of Use and the Effecting Causes of Life Curriculum." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/77496799960578741445.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
91
Abstract The main purposes of this study , based on the Concerns-Based Adoption Model(CBAM), were to understand elementary school first and second grade teachers'''' Stages of Concern（SoC） and Levels of Use（LoU）of Life Curriculum. Furthermore, the differences among various background of elementary school first and second grade teachers were examined. Lastly, the relationship between the Effecting Causes and SoC, between the Effecting Causes and LoU were identified. According literature review, “A Questionnaire of Elementary School first and second grade teachers´ Stages of Concern, Levels of Use and the Effecting Causes of Life Curriculum” was developed by the researcher, and 455 elementary school first and second grade teachers randomly selected from Kaohsiung area were surveyed. Chi-square, one-way ANOVA, productive-moment correlation analysis and canonical correlation analysis were adopted to analyze the outcome of the study. The results of this study were as follows: 1.Teachers'''' Stage of Concern of Life Curriculum was “Consequence”. There were significant differences in intensity of the consequence stage among years of service. 2.Teachers'''' Level of Use of Life Curriculum was “Renewal”. There were significant differences in intensity of various levels among years of service. 3. There were significant differences in “ hardware sources of teaching” and “software sources of teaching” among various background variables. 4. There were significant simple correlations between “various effecting causes of curriculum implementation” and “the intensity of various stages of concern”. 5. There were significant simple correlations between “ various effecting causes of curriculum implementation” and “the intensity of various levels of use”. 6. There were significant canonical correlations between “various effecting causes of curriculum implementation” and “the intensity of various stages of concern”. 7. There were significant canonical correlations between “various effecting causes of curriculum implementation” and “the intensity of various levels of use”. According the findings mentioned above, this study proposed some suggestions to school administrators, teachers and further research. Keyword： life curriculum, Concerns-Based Adoption Model(CBAM)
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Lee, Hsing-Chun, and 李幸君. "Research on Cognition, Stages of Concern and Implementation Intention in International Safe School among Public Elementary School Principals in Taipei City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/07547485832706385723.
Full textAbstract:
碩士國立臺灣師範大學
健康促進與衛生教育學系在職進修碩士班
99
The purpose of the research was to realize the situation and its related factors in connection with Cognition, Stages of Concern and Implementation Intention in International Safe Schools among Public Elementary School Principals in Taipei City. The research applied quantitative method in proceeding; research object was the Principals of Public Elementary School in Taipei City in 2010 by total 141 took in participate; through the comprehensive general survey, there were 138 effective samples among the participants. Tool used in the research applies structured questionnaires to collect information. The questionnaires consisted of : （1）International Safe School Cognition（2）International Safe School Concern（3）International Safe School Implementation Intention（4）Basic Data. All of the information that obtained from the questionnaires were analyzed in SPSS 12.0 for Windows through statistical software, such as frequency distribution, percentage, average, t-test, one-way ANOVA and Pearson. Major findings in the research : 1.There were approximately sixty percent of Public Elementary School Principals in Taipei City had not participated any International Safe School workshop yet. 2.There were more than ninety percent of Public Elementary School Principals in Taipei City expressed that they were Strongly Support or Support “International Safe School Plan”. 3.Currently, there were approximately ten percent of schools had launched the implementation of “International Safe School Plan” in Taipei City; whereas there were ninety percent of schools had not launched yet. Among all of the principals, there were only twenty-two percent thought that the implementation of “International Safe School Plan” was not difficult. 4.In regard to Cognition in International Safe School, Crisis Action was the most concerned by Public Elementary School Principals in Taipei City for its correct answer attains ninety-seven percent; however, Concept was the least one for its correct answer just only attained forty percent. 5.In regard to Stages of Concern in International Safe School, Consequence was the first concerned by Public Elementary School Principals in Taipei City; whereas Informational was the second one. 6.In regard to Implementation Intention in International Safe School, the possibility to implement within the next three years was higher than the next session for Public Elementary School Principals in Taipei City. 7.There were 9 factors influencing Public Elementary School Principals in Taipei City on the Cognition in International Safe School, that was : age; highest level of education; total of years ever being a supervisor; total of hours participated in the related safety workshop; whether ever participated International Safe School workshop or not; support level in International Safe School; execution; whether had launched the implementation or not; whether had been certified or not. 8.There wee 10 factors influencing Public Elementary School Principals in Taipei City on the Stages of Concern in International Safe School, that was : total of years being a principal in the school; total of years ever being a supervisor; total of hours participated in the related safety workshop; whether ever participated International Safe School workshop or not; support level in International Safe School; execution; difficult level in implementation; administrative region of school; whether had launched the implementation or not; whether had been certified or not. 9.There were 7 factors influencing Public Elementary School Principals in Taipei City on the Implementation Intention in International Safe School, that was : gender; support level in International Safe School; execution; difficult level in implementation; administrative region of school; whether had launched the implementation or not; whether had been certified or not. 10.Cognition appeared positive correlation to Collaboration, Consequence, Informational, Refocusing and Personal in general; but it appeared negative correlation to Awareness. 11.Generally, Cognition and Implementation Intention had no significant correlation with each other, but had positive correlation to the possibility of implementation within the next three years; whereas Cognition of Physical Training and Crisis Action had positive correlation to Implementation Intention in general. 12.Implementation Intention appeared positive correlation to Collaboration, Consequence, Informational, Personal and Refocusing in general; but it appeared negative correlation to Awareness.
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Chiang, Chiao-nan, and 蔣巧男. "A Study on the Innovativeness Acceptance, Stages of Concern and Related Factors in Primary and Secondary School Teachers'' Flipped Teaching." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/pd6uyd.
Full textAbstract:
碩士國立中山大學
教育研究所
106
The aim of this study is to investigate primary and secondary school teachers’ Innovativeness acceptance and stages of concerns about integrating Flipped teaching into instruction, as well as to observe the variance resulting from teacher’s differing backgrounds. This study adopts the questionnaire survey method, and the objects of study are 448 teachers of all education levels involved in Flipped teaching and learning in all parts of Taiwan. The research tools include “Innovativeness Acceptance Scale” and “ Stages of Concerns Scale of Student-Centered Teaching into Curriculum”. Data were analyzed by descriptive statistics, Independent-Samples t test, one-way ANOVA, and the Pearson product moment correlation coefficient. The major findings of this study are as follows: 1. The acceptance of primary and secondary school teachers is Innovation and Early adopter type, and the concern of primary and secondary school teachers who adopt Flipped teaching into instruction focuses on the collaboration concerns. 2. Male teachers, 46-50 years of age, Ph.D., in North and Central regions, have a small number of senior teachers, senior positions and administrative posts. Teachers who engage in Flipped teaching have a higher degree of Innovativeness acceptance and are Innovation and Early adopter type. 3. Stages of Concerns Scale of Teaching into Curriculum: located in the southern district, vocational high school teachers had more awareness concerns; females, teach vocational high school have a higher management concerns; junior high teachers had higher collaboration concerns compared to the vocational teachers. Subject teachers have higher information concerns compared to home-room teachers. Administrators had more refocusing concerns than home-room teachers. Teachers who initiate flipped teaching experience a lower level of acceptance due to unfamiliarity. Teachers with more experience practicing Flipped teaching exhibit a comparatively higher level of acceptance. 4. The teachers’ Innovativeness Acceptance, and Stages of Concern in Flipped Teaching had significant relationship.