Changing Practice, Changing Minds, from Arithmetical to Algebraic Thinking: An Application of the Concerns-Based Adoption Model (CBAM)

Autor/inn/en	Tunks, Jeanne; Weller, Kirk
Titel	Changing Practice, Changing Minds, from Arithmetical to Algebraic Thinking: An Application of the Concerns-Based Adoption Model (CBAM)
Quelle	In: Educational Studies in Mathematics, 72 (2009) 2, S.161-183 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-009-9189-x
Schlagwörter	Teacher Effectiveness; Educational Innovation; Grade 4; Adoption (Ideas); Algebra; Arithmetic; Program Implementation; Teacher Attitudes; Elementary School Teachers + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Instructional innovation; Bildungsinnovation; School year 04; 4. Schuljahr; Schuljahr 04; Ideas; Ideenfindung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study examines the process of change among grade 4 teachers (students aged 9-10 years) who participated in a yearlong Teacher Quality Grant innovation program. The concerns-based adoption model (CBAM), which informed the design and implementation of the program, was used to examine the process of change. Two questions guided the investigation: (1) How did teachers' concerns about and levels of use of the innovation evolve during the course of the project? (2) What changes in teachers' perceptions and practices arose as a result of the innovation? Results showed that several of the teachers' concerns evolved from self/task toward impact. With continued support, several participants achieved routine levels of use, which they sustained beyond the project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10