Concerns-Based Adoption Model Research Articles

A MULTILEVEL ANALYSIS OF THE NATIONAL TEACHERS' STANDARDS' IMPACT ON MATHEMATICS TEACHERS' INSTRUCTIONAL PRACTICES

<p>The study examined the impact of the National Teachers’ Standards on the instructional methods of mathematics educators in the Sekyere Central District of the Ashanti Region of Ghana, guided by the Concerns-Based Adoption Model. A cross-sectional research design was adopted. The target population was all basic school teachers in the district, whereas the accessible population was all junior high school mathematics teachers, thus, through the census sampling technique, a sample size of 82 respondents participated in the study. The researchers deployed a closed-ended questionnaire to unravel the impact of the National Teachers’ Standards on instructional methods among mathematics teachers. Reliability coefficients for NTS and instructional practices constructs were 0.92 and 0.85, respectively, indicating strong reliability. Data analysis utilized frequency, percentage, mean, standard deviations, simple linear regression, and Pearson’s correlation. The findings revealed prevalent practices such as question-based learning support and group engagement, with limited emphasis on low-cost materials and gender-responsive pedagogy. Teachers demonstrated a robust understanding of NTS and the curriculum framework, though variability existed. Notably, teachers’ NTS knowledge significantly predicted instructional practices, highlighting its crucial role. Hence, it was recommended, among others, that the Sekyere Central Directorate of Education should invest in the design and delivery of evidence-based, teacher-centered professional development interventions and collaborative learning networks to enhance teachers' pedagogical content knowledge and facilitation skills in alignment with the National Teachers Standards, thereby improving teaching quality, student learning outcomes, and overall educational effectiveness.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0407/a.php" alt="Hit counter" /></p>

Fostering AI literacy: overcoming concerns and nurturing confidence among preservice teachers

Purpose This study aims to investigate how preservice teachers’ stages of concern, beliefs, confidence and interest in AI literacy education evolve as they deepen their understanding of AI concepts and AI literacy education. Design/methodology/approach AI literacy lessons were integrated into a technology integration course for preservice teachers, and the impacts of the lessons were evaluated through a mixed-methods study. The Concerns-Based Adoption Model was employed as the analytical framework to explore participants’ specific concerns related to AI. Findings Findings revealed that participants initially lacked AI knowledge and awareness. However, targeted AI literacy education enhanced preservice teachers’ awareness and confidence in teaching AI. While acknowledging AI’s educational benefits, participants expressed ongoing concerns after AI literacy lessons, such as fears of teacher displacement and the potential adverse effects of incorporating generative AI on students’ critical learning skills development. Originality/value Despite the importance of providing preservice teachers with AI literacy skills and knowledge, research in this domain remains scarce. This study fills this gap by enhancing the AI-related knowledge and skills of future educators, while also identifying their specific concerns regarding the integration of AI into their future classrooms. The findings of this study offer valuable insights and guidelines for teacher educators to incorporate AI literacy education into teacher training programs.

Teachers’ Experiences with the Use of Virtual Laboratories in the Teaching of Physics in Rwandan Secondary Schools: A Survey Design

Laboratory experimentation providing students with hands-on experiences can greatly enhance the teaching and learning of physics. However, traditional hands-on laboratories are very expensive, limiting the possibilities for practical activities. In addition, limited time for laboratory practices prevents teachers and students from conducting laboratory activities properly. A possible solution to these limitations could be the use of virtual laboratories (VLs). The present study was conducted to explore the availability of teaching resources to support experimental work, the use of these resources including VLs and the challenges teachers face in using VLs. An online survey with 107 secondary school physics teachers was used to collect data. The study is framed by the Concerns-Based Adoption Model for teacher use of curriculum innovations. Regarding VLs, a mere 6% of teachers reported regular use, revealing a significant gap in adoption. Challenges identified included a lack of awareness, limited information and communications technology tools and insufficient supporting resources. Cross-item analysis revealed that only 25% of 107 teachers reported having a well-equiped physics laboratory, 45% work without a physics laboratory but with science kits or improvised materials, while 30% have no access to a physics laboratory, science kits or improvised local materials. Thus, for teachers without access to a physics laboratory, science kits or improvised local materials, VLs represent a crucial opportunity to provide learners with a complete laboratory experience. The study recommends tailoring continuing professional development support to address teachers’ concerns regarding the use of VLs. This includes enhancing awareness and providing information for teachers without access to well-equipped physics laboratories, while addressing management concerns for those with or without such resources.

Walking the talk? Exploring curriculum implementation in the International Baccalaureate in the Australian context

ABSTRACT As one of the world's prominent international educational organisations, the International Baccalaureate (IB) and its curriculum have developed rapidly during the last few decades. Despite the popularity of the IB and its curriculum, little is known about its implementation in IB schools. Curriculum implementation is a complex and vital part of educational programmes. This study is part of large-scale research involving the IB curriculum, and utilises the Concerns-Based Adoption Model (CBAM) Levels of use (LoU) as the measurement tool to explore curriculum implementation in the International Baccalaureate Primary Years Programme (IBPYP) in the Australian context. The study outlines the curriculum implementation process and focuses on teacher implementation of the IBPYP curriculum. The findings of this study suggest that most teachers involved in the IBPYP are at a primary of LoU, and challenges of implementation are significant barriers for them. This study highlights the need for supporting teachers in curriculum implementation to walk the talk and sheds light on the complex nature of curriculum implementation and the importance of addressing these barriers.

Investigating Chinese In-service Teachers’ Concerns About Teaching Thinking Using the Concern-Based Adoption Model (CBAM)

Teaching thinking has been the focus of the new round of key competencies-oriented K-12 education reform in China. Based on the Concerns-Based Adoption Model (CBAM), this study investigated Chinese in-service teachers’ concerns about teaching thinking and how demographic variables affected their concerns. A questionnaire modified from the Stages of Concerns (SoC-TT) was used to collect the data. Altogether, 382 in-service teachers from 28 cities in China participated in this study by filling out the online questionnaire voluntarily and anonymously. The results showed that: (1) The modified seven-stage SoC-TT instrument showed satisfactory reliability and validity in the context of teaching thinking in China. (2) Teachers showed higher self-concerns (Informational and Personal) and impact concerns (Consequence, Collaboration, and Refocusing) while their task concerns (Management) about teaching thinking were relatively low. (3) Except for the Consequence stage, their demographic variables significantly influenced teachers’ concerns at other stages. Implications for professional development for teaching thinking were discussed.

Threading through the needle of digital education in Sub-Saharan Africa: understanding the concerns of university lecturers

ABSTRACT Adopting the fourth industrial revolution (4IR) in education has generated mixed worries, particularly concerning the perceived challenges faced by students, lecturers, and institutions. In this article, we report the findings of a study investigating the lecturers’ concerns about adopting the 4IR in education and what institutions may undertake if it is to be successful. The study, designed as a qualitative descriptive survey, was framed from Fuller’s [(1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207–226. https://doi.org/10.3102/00028312006002207] concerns-based adoption model to glean insights from 15 lecturers from universities in Sub-Saharan Africa. Online questionnaires generated data that were thematically analysed. Findings show that lecturers were worried about the inadequacy of the digital infrastructures, increased social inequalities among students, reduced lecturer autonomy, and the threat to their jobs. This study implores governments of developing universities to initiate crowdfunding to set up digital infrastructures that are democratically used to mitigate the imminent exclusion of marginalized students from university education. Moreover, lecturers need to be re-skilled to remain relevant. The study provides emerging universities with policy and practice insights on capacity building in lecturers and a funding alternative for institutional support during technology adoption, drawing from the lecturers’ perspectives whose opinions are sometimes not sought during educational reforms.

A worldwide study on language educators’ initial response to ChatGPT

This exploratory study investigated how 367 university language educators from 48 countries/regions responded to ChatGPT in the first 10 weeks after its release. It explored awareness, use, attitudes and perceived impact through a survey collecting both quantitative and qualitative data. Most participants demonstrated moderate awareness, but little teaching application. Around half had used ChatGPT in some way, but only 16% for educational purposes. Interest was high but many concerns were raised, particularly about misuse. Most agreed to a likely future use for creating materials, but were less open to use it as a writing feedback assistant or for automated assessment. Perceptions of the impact of ChatGPT were cautiously optimistic, with more positivity from hands-on users. Concerns focused on misuse, while benefits were noted in terms of efficiency. Qualitative data were analysed using an adapted version of the Concerns-Based Adoption Model (CBAM), which revealed that teachers were primarily in the early ‘awareness’ or ‘personal’ stages of concern, suggesting a gradual adoption process. Key implications are that educators need support in developing skills for pedagogical applications of ChatGPT, while critically evaluating appropriate use. More empirical evidence on effective practices is needed. This timely study provides baseline data on language teachers’ initial engagement with ChatGPT, highlighting promising directions but also remaining concerns. Further research can track how responses evolve.

"It's Time to Do It, to Make It a Major Part of Medicine": Faculty Experience With a Shift Toward an Antioppressive Medical School Curriculum.

Health inequities compel medical educators to transform curricula to prepare physicians to improve the health of diverse populations. This mandate requires curricular focus on antioppression, which is a change for faculty who learned and taught under a different paradigm. This study used the Concerns-Based Adoption Model (CBAM) to explore faculty perceptions of and experiences with a shift to a curriculum that prioritizes antioppressive content and process. In this qualitative study, authors interviewed faculty course directors and teachers at the University of California, San Francisco School of Medicine from March 2021 to January 2022. Questions addressed faculty experience and understanding regarding the curriculum shift toward antioppression, perceptions of facilitators and barriers to change, and their interactions with colleagues and learners about this change. Using the CBAM components as sensitizing concepts, the authors conducted thematic analysis. Sixteen faculty participated. Their perceptions of their experience with the first year of an antioppression curriculum initiative were characterized by 3 broad themes: (1) impetus for change, (2) personal experience with antioppressive curricular topics, and (3) strategies necessary to accomplish the change. Faculty described 3 driving forces for the shift toward antioppressive curricula: moral imperative, response to national and local events, and evolving culture of medicine. Despite broad alignment with the change, faculty expressed uncertainties on 3 subthemes: uncertainty about what is an antioppressive curriculum, the scientific perspective, and fear. Faculty also reflected on primary facilitators and barriers to accomplishing the change. The shift to an antioppressive curriculum compels faculty to increase their knowledge and skills and adopt a critical, self-reflective lens on the interplay of medicine and oppression. This study's findings can inform faculty development efforts and highlight curricular leadership and resources needed to support faculty through this type of curricular change.

Digital Literacy and Knowledge-Based Economics: An Analysis of Factors and Contributions for Community Empowerment in the Age of Society 5.0

This study focuses on the importance of digital literacy and a knowledge-based economy in the context of community empowerment in age of Society 5.0. A comprehensive approach includes literature reviews and analysis of specific communities or organizations. Qualitative research is a more suitable method involving non-numerical data collection and analysis. This research uses the Concerns-Based Adoption Model (CBAM) framework to analyze the factors influencing and contributing to the younger generation. CBAM helps understand individual motivation and ability to adopt innovations, such as digital literacy and the knowledge-based economy. The findings reveal that government factors such as technology and internet access, digital education and training, socio-economic conditions, infrastructure, and motivation influence the importance of digital literacy and a knowledge-based economy in the Society 5.0 era.

Home Economics Teachers’ Perception on Process-Based Assessment Using the Concerns-Based Adoption Model

Home Economics Teachers’ Perception on Process-Based Assessment Using the Concerns-Based Adoption Model

Marketing Analytics Curriculum Integration: An Exploration of Resource Availability for Faculty

This study builds on the long-identified gap between the marketing industry and marketing academia. The research investigates the relationship between resource-based factors and marketing faculty’s intention to use marketing analytics technology. The theoretical framework for this study is the concerns-based adoption model (CBAM). Resource-based factors explored included technical support, managerial support, financial support, and time. The methodology included a randomized sample of Association to Advance Collegiate Schools of Business (AACSB) marketing faculty, and the statistical analysis used was multiple regression. Perceived technical support, time to integrate technology, and administrative support are all related to the intention to use marketing analytics technology. Overall, these results indicate that administration within AACSB business schools should consider the resources faculty need to adopt marketing analytics technology into the marketing curriculum, and faculty should consider methods to advocate for such resources.

Moroccan Teachers’ Perceptions and Concerns about ICT Integration

Integrating technology into teaching practices often changes teachers’ work patterns. Thus, several studies have insisted on supporting such change by understanding teachers’ concerns. The present study adopts the Concerns-Based Adoption Model (CBAM) as a conceptual framework to examine Moroccan teachers’ concerns about integrating information and communications technology (ICT). To this end, we relied on a self-reporting instrument for a sample of teachers (n = 382) from two Regional Academies of Education. Our findings suggest that the overall profile of teachers’ stages of concern (SoC) is that of “reluctant” non-users. This profile showed high percentiles for the first three SoC, a low consequence stage percentile, medium percentiles for the management and collaboration stages, and a tailing up at the refocusing stage. Furthermore, the results highlighted a positive relationship between teachers’ concerns about integrating ICT and previous continuous training on the one hand and the pandemic’s impact on their attitudes toward self-training on the other. In addition, significant differences in teachers’ concerns regarding teaching experience and age were found. Our study provides change leaders insight into teachers’ concerns about integrating technology which will help the field design appropriate interventions to reduce their limiting concerns.

An Exploration of EFL Teachers’ Perceptions and Experiences of E-Learning Implementation through the Concern-Based Adoption Model

Concerns-Based Adoption Model (CBAM) is a framework that can be used to guide the implementation of e-learning in educational contexts. CBAM focuses on the problems individuals have during the implementation process and helps to discover solutions to these difficulties. The objective of this study was to get an overview of EFL teachers' perspectives and practices about implementing e-learning based on the CBAM. The CBAM was employed as a model to grasp the challenges and levels of e-learning adoption among English as Foreign Language (EFL) teachers. For this study, ten EFL teachers who knew how to use e-learning participated in semi-structured interviews to provide qualitative data. The interview transcripts were subjected using the thematic analysis. According to the results of this research, some EFL teachers were early adopters of e-learning, but others have shown considerable rejection. Among the teachers' objections were technical obstacles, a lack of training, and skepticism over the effectiveness of e-learning in increasing students' language skills. The study also revealed that the CBAM was an excellent tool for identifying the issues and degrees of e-learning usage among EFL teachers. The model offers a framework for describing the stages of e-learning adoption, from awareness to regular use, and strategies to assist teachers in their adoption process. This study expands our knowledge of the opinions and experiences of EFL teachers towards implementing e-learning. The findings indicate the need to provide teachers with workshops and training to increase their usage of e-learning and enhance the efficacy of EFL teaching instruction.

Learning through radio and television during COVID-19: perspectives of K-12 stakeholders

The COVID-19 pandemic has disrupted traditional education, leading to the adoption of alternative methods, such as learning through radio and television for K-12 students. Television and radio became popularly adopted platforms to disseminate educational resources during the pandemic in developing countries, such as Nigeria. This study gathers the perspective of K-12 teachers and students during the crisis to find out the effectiveness of the utilized platforms, examine the challenges encountered, and suggest the way forward in case of future occurrence. The concerns-Based Adoption Model (CBAM) guided the study. A qualitative methodology of interpretivism was employed using 20 participants that comprise students and teachers across the five south-western states in Nigeria. Findings show that teachers adapted their lessons to be delivered through broadcasts, while school administrators have worked closely with broadcasters to develop and implement educational content. Students have had mixed experiences, with some finding radio and television engaging, while others face challenges with engagement and adaptability. In essence, the result shows that most of the respondents though acknowledged the effectiveness of the radio and television approach to learning but opined that the lessons are not detailed enough. Furthermore, educational television broadcast is preferable to radio lessons as the visual effect contributes significantly to learning. The study concludes that broadcasters have played a critical role in delivering educational content, partnering with schools, and developing programs that align with the curriculum during the pandemic. The study discussed its implication, followed by limitations, and gave direction for future studies.

Implementing reform in the teacher education system: Concerns of teacher educators

This study seeks insight in the concerns which exist in different groups who share responsibility for teacher education when implementing changes in teacher education. Against the backdrop of the Concerns-Based Adoption Model (CBAM), we used cluster analysis to identify different profiles of engagement based on a dataset of N = 1378 teacher educators in Germany. We found that level of education, role in the system, professional experiences, and gender have an impact on how members of the system engage with changes. Further analysis showed that communication in the educational system predicts engagement for change. Implications for change policy are discussed.

Intrinsic teaching challenges relating to practical investigations in some classrooms: An instructional design perspective

The inquiry-based strategy in science education is widely recommended and incorporated in practical work. However, contextual and intrinsic teaching challenges associated with practical investigations (inquiry-based practical work), occur in resource-constrained physical sciences classrooms in South Africa. The intrinsic challenges have previously been identified from the perspective of the pedagogical content knowledge framework and the concerns-based adoption model. In this article we present a novel approach, investigating the intrinsic challenges from a viewpoint of instructional design. The multi-method technique was used to collect data which was analysed by combining the deductive and the inductive approaches in thematic analysis. The findings consist of intrinsic teaching challenges in the initiation, planning, and implementation phases of practical investigations. Examples of the challenges include practical work being considered to have a confirmatory role, inadequacies linked to addressing learner safety, and unfamiliarity with well-known instructional models. While new challenges were identified, the findings add a new perspective to intrinsic challenges relating to practical investigations in the context of physical sciences education in South Africa. Also, the findings enhance global knowledge about the complexity of intrinsic teaching challenges linked to practical investigations. In addition, the findings inform teacher support while suggesting lines of future research linked to practical investigations in resource-constrained physical sciences classrooms in South Africa and beyond.

Higher education faculty concerns teaching in a hybrid environment: Implications for Chinese private higher education faculty developers and faculty

Through a lens of cross-cultural collaboration and change theory, this study explored the concerns of higher education faculty from 11 private institutions in Shanghai, China who, with little to no training, were asked to develop and teach a hybrid course. Faculty taught a range of subjects. Using the stages of concern dimension of the concerns-based adoption model of change, results showed faculty were primarily concerned with learning more about hybrid teaching and learning. The greatest disparity between concerns of faculty groups (i.e., experience, content taught) was related to online teaching experience. It is recommended that prior to engaging higher education faculty in faculty development, consideration must be given to cultural norms and individual differences. Facilitators must get to know participants on a professional level and cultural level. The study implications extend to faculty development facilitators and to the way in which relationships are viewed in Chinese higher education.

Challenges Facing the Implementation of the New Secondary School Curriculum in Malawi

Abstract In its recent attempt to improve the quality of education in Malawi, the Malawian Ministry of Education, Science and Technology changed its secondary school curriculum; the new curriculum began to be implemented in 2017. So far, little is known about the challenges facing the implementation of this new secondary school curriculum. It is against this background of a knowledge gap that this study was undertaken: to investigate in depth the challenges facing the implementation of the new curriculum from the perspectives of school management, and ways of overcoming those challenges to improve the implementation. The study adopted the concerns-based adoption model. This model describes the process of change experienced by those at school level attempting to implement the new curriculum. The theory is concerned with the effect of the nature of the investment in people, time and resources as they pertain to the implementation of educational innovations. The study was conducted in four secondary schools in Lilongwe district in Malawi. A qualitative research method was used, employing a case study design. The participants were four head teachers, four deputy head teachers and 12 heads of department from the sample schools. Data were collected through interviews, document review and classroom observation of heads of departments’ lessons in order to provide methodological triangulation. Data were analysed using the inductive thematic content analysis method. The results of the study indicate that the implementation of the new secondary school curriculum faces multiple challenges, the main ones being ineffective orientation training for curriculum implementers; inadequate numbers of qualified teachers, especially in science subjects; insufficient teaching and learning materials; too few and inadequately equipped science laboratories; and discrepancy in the administration of continuous assessment. Based on the findings, recommendations are made for better implementation of the curriculum.

Gifted Education Teachers’ Concerns about Competency-Based Instruction

Teacher concerns influence how teachers respond to education reform. The 12-Year Basic Education is a curriculum reform focusing on a competency-based curriculum and instruction in Taiwan. The aim of the current study was to investigate the stages and types of gifted education teachers’ concerns about competency-based instruction based on the Concerns-Based Adoption Model. A survey was administered to 274 gifted education teachers. The findings indicated that the gifted education teachers’ concern profiles were very similar. Teacher concerns fell into three relatively well-defined stages: the Information concern (stage 1), Refocusing (stage 6), and Personal (stage 2). In addition, teacher concerns were clustered into three types: (a) pursuing change agency with dialectical thinking; (b) looking for efficiency by managing resources; and (c) awareness of current situations but working individually. Each type consisted of its own characteristics and the developmental stages of concern. Recommendations for practice and future studies are also provided.

Teachers’ Perceptions of and Concerns About Integrating Computational Thinking into Science Teaching After a Professional Development Activity

Although there is a lot of interest in the development of computational thinking (CT) and the benefits it could have for every student, integrating it into science classrooms may be more difficult than traditional teaching. This can be very challenging for South African science teachers. Thus, there is an increasing need to prepare teachers and systematically engage them in professional development activities to help them learn, unlearn, relearn and restructure their thoughts, perceptions and attitudes towards integrating CT in science classrooms. This study explored teachers’ perceptions and concerns about integrating CT in science teaching. Twenty-two science teachers from innercity secondary schools in South Africa were chosen to be part of this exploratory case study. Data were collected through take-home assignments and focus group discussions containing a series of open-ended questions. The concern-based adoption model was used as a lens to understand teachers’ stages of concern. Data were analyzed using thematic analysis. It was found that sampled science teachers viewed CT as a valuable tool that can help promote learners’ data management practices and problem-solving practices, especially in reducing complex problems to researchable problems. The findings also showed that teachers intend to integrate CT into their science classrooms by refining their existing practices. However, teachers showed high informational, personal and management-related concerns regarding integrating CT in South African science classrooms: they needed more practical and contextual ideas on strategically integrating CT in their daily lessons. Conversely, teachers showed limited concern at the unrelated, consequence, collaboration and refocusing stage. This suggests a need for teacher education programmes in South Africa to focus more acutely on training pre-service teachers on how to plan and design science instruction using computational thinking concepts and practices.