- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- An investigation of stages of concerns in teachers' acceptance of an instructional innovation in cognitive monitoring
- Creator:
- Brown, Patricia J.
- Date of Original:
- 1989-03-01
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- theses
- Type:
- Text
- Format:
- application/pdf
- Description:
- The purpose of this study is to investigate teachers' stages of concerns in acceptance of an instructional innovation in cognitive monitoring. A review of the related research on the change process revealed that the adoption and implementation of an innovation is not an event but a long-term process facilitated through support and training from change facilitators. Research also states that the degree of implementation of an innovation is directly connected to the effectiveness of the staff development training received. To evaluate the effectiveness of the implementation four research questions were formulated. The Concerns-Based Adoption Model was used to gather data. The study focused on forty-two teachers who participated in staff development training for the purpose of learning to use the innovation, cognitive monitoring, in their classrooms and in their teaching. The hypothesis was that if teachers participated in an effective staff development program that addressed their concerns, they would have fewer awareness, informational, and personal concerns about the innovation, after seven months of implementation, thereby creating a high degree of acceptance. Findings indicated the following conclusions: 1. The variables, years of teaching experience, grade level taught, self rating of use, and training methods, are not significant factors in the change of teachers' concerns regarding an innovation. 2. As measured in this study, the degree level of teachers is significantly related to their highest stage of concern. 3. Teachers holding Ed.S. degrees are more likely to be concerned with the management of an innovation and how to make changes in the innovation than teachers who hold B.S. or M.Ed. degrees.
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:1989_brown_patricia_j
- Rights Holder:
- Clark Atlanta University
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
