Longitudinal and Cross-Sectional Studies of the Concerns of Users of Team Teaching in the Elementary School and Instructional Modules at the College Level. R&D Report No. 3035.

Autor/in	Hall, Gene E.
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	Longitudinal and Cross-Sectional Studies of the Concerns of Users of Team Teaching in the Elementary School and Instructional Modules at the College Level. R&D Report No. 3035.
Quelle	(1976), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adoption (Ideas); Attitude Change; Change Agents; College Faculty; Educational Innovation; Elementary Education; Elementary School Teachers; Higher Education; Learning Modules; Longitudinal Studies; Program Implementation; Teacher Attitudes; Team Teaching + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Attitudinal change; Einstellungsänderung; Fakultät; Instructional innovation; Bildungsinnovation; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning module; Lernmodul; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Teamteaching
Abstract	As a part of the initial verification of the Concerns-Based Adoption Model, a two year cross-sectional/longitudinal study of the concerns of elementary school teachers about team teaching and college faculty concerns about instructional modules was conducted. The Stages of Concern About the Innovation Questionnaire was developed and administered to two samples, stratified according to years of experience with each of the innovations. Focus of the study was on the concerns of nonusers and users of innovations as they shift from initial unconcern about the innovation, to intense self concerns, to intense task concerns, and to intense impact concerns about the innovation. Participants included 453 elementary school teachers dealing with the innovation of team teaching, and 433 professors at different colleges and universities dealing with the innovation of instructional modules. Samples were selected to include individuals representing all stages of concern from nonusers to those with two or more years of experience with the innovation. A description is given of each of the seven stages of concern and graphs depict the varying degrees of concern indicated by the participants over the two year period. An analysis of the changes in concerns is presented and the implications of the findings are discussed as they relate to initiating and implementing educational innovations. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC