Stages Of Concern Questionnaire Research Articles

Faculty Members’ Concerns about Adopting a Learning Management System (LMS): A Developing Country Perspective

This study examined the concerns of faculty members regarding the adoption of a Learning Management System (LMS) employing the Concerns-Based Adoption Model (CBAM). Forty-seven faculty members from a university in Jordan completed the Stages of Concern Questionnaire (SoCQ). The SoCQ was used to assess the strength of faculty members’ concerns in seven areas: awareness, information, personal impact, management, consequences, collaboration and refocusing. The results showed that the respondents’ concerns were greatest in the early stages of the introduction of the LMS. Faculty members had a general lack of awareness about LMS and did not have enough information about it. The faculty members had little interest in or engagement with the LMS; they wanted to know more about the effect of LMS on them personally. Furthermore, faculty members had concerns about the management, time, and logistical aspects of the implementation of LMS.

School Psychologists’ Stages of Concern with RTI Implementation

Responsiveness to intervention has been an important change in models of service delivery within school systems in the recent past. However, there are a significant number of challenges to implementing the paradigm shift that these changes entail (Reschly 2008). Therefore, implementation of RTI varies among states, districts, and schools and some school psychologists have not yet experienced the expansion of role that these changes characteristically entail (NASP 2006). School psychologists can play an important role in these change efforts Harlacher and Siler (NASP Communique, 39(6). 2011); however, few studies have been conducted to determine the nature of the concerns of practicing school psychologists in comparison to an established change model. Survey data was collected in one state in the Pacific Northwest through the administration of the Stages of Concern questionnaire (SoC-Q) as modified by Kaplan (2011) for use with school psychologists. Specifically, the stage of concern school psychologists are in and what specific concerns about the RTI process they endorsed were explored. Although the results of this study are preliminary in nature, findings indicate that school psychologists are in the early implementation stages of concern, which has implications for professional development.

Investigating Pre-Service English Teachers Stages of Concern toward Using Wiki

Concern Based Adaption Model (CBAM) was used as the theoretical framework for examining the Stages of Concerns of English Language pre-service teachers regarding the use of a Wiki for English as Foreign Language (EFL) classes. Stages of concern are used as a measure for adaptation of new technologies to instruction. Learning by Design (LBD) instructional method was implemented for three weeks in the context of an undergraduate course, “Approaches to English Language Teaching”, in the department of Foreign Language Education. A single group pretest-posttest design was used where the Stages of Concern Questionnaire (SoCQ) of 14 pre-service teachers were measured and analyzed. Results of the Wilcoxon Signed Rank test showed that there was statistically significant difference between the Consequence and Collaboration concerns pre and post-test scores. However, the analysis showed no statistically significant difference in the Unconcerned, Informational, Personal, Management, and Refocusing stages of the pre-service teachers. Keywords: Stages of concern, English language pre-service teachers, wiki, technology integration

Secondary Teachers' Concerns in Adopting Learning Management Systems: A U.S. Perspective

This study examined the concerns of U.S. secondary teachers regarding the adoption of learning management systems (LMSs) utilizing the concerns-based adoption model (CBAM). The stages of concern questionnaire used enabled the strength of teacher concerns to be measured for seven distinct stages of concerns: awareness, informational, personal, management, consequence, collaboration and refocusing. The results reflected a general lack of awareness about the LMSs and strong faculty concerns for managing the innovation, for their personal adequacy to adopt the LMS and for more information on implications for their practices. Based on the research findings, appropriate support and intervention methods are proposed to address these concerns, including the provision of more information and positive examples related to integration of LMSs, professional development targeted at addressing individual concerns, and incentives for incorporating the innovation into curriculum to improve teaching and student outcomes.

University instructors’ concerns and perceptions of technology integration

This study attempted to investigate the concerns and perceptions of Iranian EFL university instructors of technology integration in their classes. A sequential mixed method design was used in this study including Hall, George, & Rutherford’s (1977) Stages of Concern Questionnaire (SoCQ) and Rogers’ (1995) Diffusion of Innovation (DOI) questionnaire followed by a semi-structured interview. There were 91 university instructors asked to participate in the survey, out of whom nine were interviewed and finally, a focus group of five participants was conducted. The findings of the study revealed that the university instructors showed more Self concerns (Informational and Personal stages). “Relative advantage and compatibility” attributes of Diffusion of Innovation model were proved to be significantly different among instructors of different fields of study while the participants’ gender revealed a significant difference in their “trialability” attribute. Moreover, based on the quantitative data of the study, lack of administrative facilities, instructors’ technology literacy toward technology integration and accessibility of technology for all the students were reported to be the source of the instructors’ concerns.

The Bring Your Own Technology Initiative: An Examination of Teachers’ Adoption

This case study explored teachers’ concerns, use, and actual practices in their adoption of the Bring Your Own Technology (BYOT) initiative. Participants were 12 secondary teachers in a private school setting. The Concerns-Based Adoption Model tools provided data: Stages of Concern Questionnaire (SoCQ), Levels of Use interview, and the Innovation Configuration Map. Twelve participants completed the SoCQ, and 6 of the 12 teachers participated in interviews and observations. After triangulating the data, we found that the majority of teachers indicated highest concerns related to self, placed at the mechanical Level of Use, and had non-ideal adoption practices on the Innovation Configuration Map.

Technology integration in the form of digital storytelling: mapping the concerns of four Malaysian ESL instructors

Digital storytelling, which combines the art of storytelling with a variety of digital audio, video, and multimedia images, has been increasingly used as a language learning tool as research studies have shown it to be effective in enhancing the development of language skills as well as related language learning skills, such as autonomy, collaboration, and problem-solving skills. However, before successful language learning can take place, teachers’ concerns regarding technology adoption has to be explored, especially since there is very little research in this area in the Malaysian context. This study addresses this gap in knowledge by sharing the concerns of four English as Second Language (ESL) instructors in terms of their attitudes and acceptance of the use of technology in the form of digital storytelling in teaching ESL at a Malaysian public university. “Concern” in this study refers to the evoked feelings and perceptions towards an innovation and the change process. The data of the study are drawn from the Stages of Concern Questionnaire (SoCQ) and interviews of the instructors. The findings revealed that the teachers perceive the technology to be beneficial to their students to a certain extent; however, resistance to the technology was particularly strong in two of the instructors and this could lead to failure in technology integration.

Turkish Mathematics Teachers’ Concerns about the Curriculum Reform in the First Year of Implementation

The aim of this study was to examine mathematics teachers’ concerns about the sixth grade curriculum that was launched in Turkey in 2006. As a data collection tool, the Stages of Concern Questionnaire (SoCQ), based on the Concerns Based Adoption Model (CBAM), was administered twice (at the beginning and the end of the instructional year) to 110 teachers who were using the new mathematics curriculum for the first time. The same teachers were also asked to provide an open-ended statement in order to obtain qualitative data. The data were analyzed separately to highlight changes in the teachers’ concerns about the 6th grade curriculum. According to the results, the teachers were mainly concerned about becoming sufficiently informed about the program; organization and timing issues; inadequate school conditions and students’ backgrounds. They were also concerned about the new instructional materials, although the intensity of their concerns changed over time.

Challenges facing higher education: faculty's concerns about technologies of social media

Although research concerning technology adoption and use has been extensive, it has mainly been limited to developed countries. The lack of research in online technology field in developing countries strongly limits the development of online technology infrastructure and the use of online technology at many levels: individuals, groups, organisations, and regions. This study seeks to investigate the concerns of 327 Turkish higher education faculty members regarding adoption of social media in their instruction and the faculty development opportunities to resolve their concerns. Two different data collection methods were utilised to collect data from the participants. The survey contained three parts: a faculty demographics section b stages of concern questionnaire c professional development needs survey. Qualitative data obtained from the structured levels of use interviews. Results of the study indicated that the instructors were concerned about not having enough support and not knowing enough about social media use in instruction. Faculty members with less experience had higher self-concerns than their peers with more social media experience. Results of interviews supported the higher rate of self-concerns. Of the 12 faculty development and support activities analysed, technology support and incentives were perceived as the most effective ones.

Stages of Concern Profiles for Active Learning Strategies of Agricultural Technical School Teachers in Egypt

Purpose: The purpose of the study was to assess Egyptian Agricultural Technical School (ATS) teachers’ implementation of active learning strategies in their classrooms. Methods: The Stages of Concern Questionnaire was administered to 230 participants in active learning workshops. After eliminating headmasters, supervisors and people no longer teaching, the population became 160 teachers with usable responses from all. Findings: ATS instructors who had participated in an active learning workshop indicated some concern in adopting the innovation and in being well prepared to utilize the strategies. Implications: Adoption of innovations is dependent upon instructor motivation to change and support from the school. Future workshops must address those concerns, as well as provide additional information regarding how to implement innovative strategies. Value: ATS teachers in Egypt have participated in various workshops to assist them in learning about, practicing and incorporating into their teaching the innovation of active learning strategies. Agriculture teachers do not complete formal preparation to become teachers in Egypt, so the development of teaching strategies is often neglected. ATS instructors may be reluctant to adopt new innovations such as active learning, since there are few incentives to make changes and few opportunities to learn new strategies. If workshops on active learning are to be continued, the concerns of teachers regarding the adoption of the innovation can be valuable. Further investigation is also warranted regarding the implementation of and concerns with each of the active learning strategies.

An Analysis of National Agriscience Teacher Ambassadors’ Stages of Concern Regarding Inquiry–Based Instruction

As teachers are held more and more accountable for the achievement of their students, agriscience teachers must focus on effectively integrating scientific core concepts into agriculture classes. Inquiry– based instruction is currently considered a best practice in increasing students’ science content understanding, but is often avoided by teachers who are hesitant about utilizing this form of instruction. The National Agriscience Teacher Ambassador Academy (NATAA) is a professional development opportunity offered to agriscience teachers in an effort to increase their skill at and willingness to incorporate inquiry–based instruction into their classrooms. This study investigates the stages of concern of the 71 NATAA participants through the use of the Stages of Concern Questionnaire in an effort to determine the utilization of NATAA as an effective means of coaching agriscience teachers to use inquiry–based instruction. Participant responses indicate that NATAA’s professional development reduces low–level concerns for those who participated for two years instead of one, as well as for teachers who attended the professional development after its reformatting in 2007. Lastly, results suggest that participants with more than six years of teaching experience are more consistent in their concerns than less experienced teachers.

On the nature of teaching nature of science: Preservice early childhood teachers' instruction in preschool and elementary settings

AbstractThis study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010

How mathematics teachers’ concerns changed within the context of curriculum reform?

This study describes teacher change using the background of a reformed mathematics curriculum for 6th grades and provides teachers’ concerns profiles who were involved in the implementation over the last two years. For this aim, The Stages of Concern Questionnaire (SoCQ) based on CBAM was administered to three mathematics teachers selected from the city located on the north coast of Turkey. Those teachers filled out the SoCQ at the end of 1st and 2nd year of curriculum implementation. The results illustrated that selected teachers’ concern profiles were differentiated based on the stages. The study concluded with possible reasons of the intensive concerns and made suggestions for curriculum developers and teacher education institutions.

The promise of mixed methods: discovering conflicting realities in the data

The purpose of our article is to illustrate the use of mixed methods research as necessary to uncover maximum information and perspective, increase corroboration of the data, and render less biased and more accurate conclusions. This study used the case study method to closely examine the people, issues, programmes and topics related to the implementation of service learning at the health professions college. Using document analysis, Stages of Concern Questionnaire, and faculty and administrative interviews, the mixed method approach allowed the researchers to use both quantitative and qualitative data to answer the research questions. The data gathered in this mixed method manner assisted the change process of institutionalization of service learning in this College.

Teachers' Attitudes Toward WebQuests as a Method of Teaching

One of the latest uses of technology gaining popular status in education is the WebQuest, a process that involves students using the World Wide Web to solve a problem. The goals of this project are to: (a) determine if teachers are using WebQuests in their classrooms; (b) ascertain whether teachers feel WebQuests are effective for teaching students; (c) determine some of the problems associated with using WebQuests; and (d) discover the relationship between teachers' comfort level using WebQuests and the degree to which they are integrating WebQuests into classroom curriculum, by using the Stages of Concern Questionnaire.

Changing perspectives in early childhood education: Recasting the Reggio Emilia approach

This national study used descriptive quantitative methods to examine and describe the perceptions and concerns of individuals involved in the process of change through the recasting and the reconceptualization of early childhood education through the Reggio Emilia Approach. The study's participants were faculty, laboratory school staff and graduate students from selected university early childhood teacher education programs. The study used the Stages of Concern Questionnaire developed by Hall and associates at the University of Texas (1974) to examine individual concerns about the adoption of an educational innovation, and a Description of Program Questionnaire to examine specific program variables. To gain a deeper perspective on the data, an individual from each university program was also interviewed by telephone. Previous research on the reconceptualization of early childhood education has concluded that collaboration is an essential tenet in organization growth (Fu, Stremmel, & Hill, 2002). The present study yielded a similar portrait in that every university program reported concerns about collaboration, while also maintaining that collaborative efforts were their number one success. The results are discussed in reference to the National Research Council on Teaching and Learning's recommendations for the future of early childhood education. © 2005 Elsevier Inc. All rights reserved.

Teachers' concerns regarding the adoption of a new mathematics curriculum: An application of CBAM

The main purpose of the present study was to identify and examine the concerns of primary school teachers in Cyprus in relation to the recent implementation of a new mathematics curriculum and the use of new mathematics textbooks. An adaptation of the Stages of Concern Questionnaire (SoCQ) based on the Concerns-Based Adoption Model (CBAM) was administered to a representative sample of teachers. According to the findings, the concerns of teachers largely focused on the task stage of the CBAM model. Furthermore, there were significant differences in the concerns of teachers across years of teaching experience but not across years of implementation.

An Analysis of the Influence of Technology Training on Teacher Stages of Concern Regarding the Use of Instructional Technology in Schools

This study examined how PK–12 teachers’ concerns about instructional technology relate to the technology training they have received. Teachers’ concerns were measured using the Stages of Concern Questionnaire and were examined in relation to the types and amounts of training they received and demographic information. The study used quantitative components with descriptive and correlational research designs. The three of the highest levels of concern: Management, Consequence, and Collaboration have strong relationships with technology integration training. Significantly, no other aspect of technology training showed a relationship to teacher stages of concern regarding the use of instructional technology. Findings also indicated that the longer teachers work with technology, the more comfortable they appear to be with that technology and, therefore, more likely they will be to use it effectively.

Integrating the Use of Internet as an Instructional Tool: Examining the Process of Change

The integration of technology into curriculum delivery in one small Texas school district serving 1320 students began in the fall of 1998. Twelve technology proficient teachers were trained as trainers for the train-the-trainer model used to introduce the university resources. Forty-nine middle and high school teachers were evaluated under the Concerns Based Adoption Model (CBAM). The Innovation Configuration for this study was the use of the Internet as an instructional tool. Pretest and posttest data on the Stages of Concern Questionnaire (SoCQ) were elicited electronically and Levels of Use (LoU) data were elicited in face-to-face interviews. The Wilcoxon Signed Ranks Tests showed significant differences on both the SoCQ and LoU. This study led to the development of online collection of LoU data as larger samples of preservice teachers, university instructors, and mentor teachers participate in training with similar Innovation Configurations.

Reexamining the Stages of Concern Questionnaire: A Test of Alternative Models

Many studies have applied Hall's (1977) Stages of Concern Questionnaire (SoCQ) to measure teachers' concerns about educational innovations, but there is a lack of empirical information about the reliability, construct validity, and simplex structure of SoCQ data. The results of a comparative analysis of 4 alternative Stages of Concern models are reported. Analyses of data from 1,622 teachers indicated that none of the models provided a good fit to the real data. Hall's original 35-item, 7-stage SoCQ was refined to form a 22-item, 5-stage SoCQ. However, the first stage of concerns had relatively little influence on the second stage. Implications for future research are discussed.