Dissertations / Theses on the topic 'Concerns-Based Adoption Model'
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Isbell, Laura J. "Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271832/.
Full textStewart, Gail. "Teachers’ Concerns and Uses of iPads in the Classroom with the Concerns-based Adoption Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804876/.
Full textAlfieri, Paul Allen III. "Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30593.
Full textEd. D.
Roempler, Kimberly S. "Understanding science teacher leaders' concerns regarding the use of portfolio assessment : Facilitating the process using the Concerns-Based Adoption Model /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864986608649.
Full textHenry, Amanda Mae. "Utilizing the Concerns Based Adoption Model to Support Teachers in Implementing the MTSS Behavior Pathway." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31810.
Full textTobola, Miriam Beth. "Utilizing the Concerns-Based Adoption Model in a Professional Development Series for Teachers Implementing New Technologies." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27625.
Full textKaya, Jean. "TEACHERS’ NAVIGATION OF THE COMMON CORE STATE STANDARDS: AFFECTIVE DIMENSIONS THAT INFLUENCE IMPLEMENTATION." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1699.
Full textYung, Wing-yee Angela, and 翁詠儀. "Thoughts and practice of a Hong Kong teacher in mathematics alternative assessment via concerns-based adoption model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45884067.
Full textReed, Brian, and n/a. "A survey of regular teachers' concerns towards the integration of disabled children in state primary schools, Bendigo region, Victoria." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061107.100059.
Full textKamal, Bakor. "Concerns and professional development needs of faculty at King Abdul-Aziz University in Saudi Arabia in adopting online teaching." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15643.
Full textCurriculum and Instruction
Rosemary Talab
The purpose of this study was to investigate concerns regarding the adoption of online teaching as expressed by faculty and instructors in six departments in the College of Arts and Humanities at King Abdulaziz University. Additionally, it investigated faculty professional development needs in adopting online teaching. The data in this study were obtained from 147 faculty members (response rate 63.9%). A non-experimental, cross-sectional survey design was used, incorporating the Stages of Concern Questionnaire. The data were analyzed using quantitative measures (descriptive data analysis and inferential analysis). This study utilized the Concerns Based Adoption Model as its theoretical framework. King Abdulaziz University faculty Stages of Concerns findings showed a mean score percentile of 87% of them as Unconcerned. The Informational stage showed a mean score percentile of 72%, and the Personal stage was the third highest with a mean score percentile of 70%. Refocusing, Collaboration, and Management were the fourth, fifth, and sixth highest stages of concern. The Consequence stage was the lowest stage of concern. The Stages of Concern Questionnaire had concerns that were generally aligned to nonusers or users who sometimes implement parts of online teaching. The data analysis regarding the participants’ personal characteristics indicated that their concerns in adopting online teaching were not influenced by their age, country of graduation, or years of teaching experience. A statistically significant difference was found in the participant concerns in adopting online teaching by gender, p<.05. The significance differences were found in stage one (Informational) (p<.05), stage two (Personal) (p<.01), and stage six (Refocusing) (p<.001). Likewise, the data analysis regarding the participants’ contextual characteristics indicated that their concerns in adopting online teaching were not influenced by their department or academic rank. A statistically significant difference was found in the participants’ concerns in adopting online teaching based on administrative support, p<.05. The significances were found in stages zero (Unconcerned) (p<.05) and three (Management) (p<.01). The data analysis regarding the technographic characteristics also indicated a statistically significant influence of participants' prior instructional technology use and technology-related professional development on their use of technology in teaching. The significance values were .000, .006, .009, and .030. The study concludes with recommendations for King Abdulaziz University regarding faculty adoption of online teaching and recommendations for future studies focused on professional development programs and the adoption of online teaching in King Abdulaziz University as well as in other Saudi universities.
Fry, Jana. "The Effect of a Change Facilitator on Project-Based Learning Curriculum Design." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984230/.
Full textHill, Rachelle Phelps. "A Case Study of the Impact of the Middle School Data Coach on Teacher Use of Educational Test Data to Change Instruction." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33164/.
Full textBoffy, Holly Franks. "Progression of Elementary Teachers in Implementing Language Arts Common Core State Standards." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/878.
Full textThankachan, Briju. "Concerns of Teachers: Information and Communication Technology (ICT)-Enabled Instruction in Kerala, India." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385465581.
Full textYuh-Ning, Ma, and 馬郁凝. "A Study of the University Faculties’ participation in OpenCourseWare Based on the Concerns-Based Adoption Model." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/16900832357053425283.
Full text國立臺灣師範大學
圖書資訊學研究所
99
The purpose of this study is to explore the current situation of university teachers’ participation in OpenCourseWare (OCW), to analyze the levels of use of the participants based on the concerns-based adoption model (CBAM), and to understand university teachers’ expectation on improvements in OCW. The scope of the investigation contains teachers in National Taiwan Normal University (NTNU). This study used semi-structured interview, investigating eleven university teachers who had participated in NTNU OCW, so as to understand the reason why they participated in NTNU OCW, their changes in behavior during the participation, and their expectation on NTNU OCW. According to the information collected in the interview, the levels of use of the eleven teachers were analyzed The main findings of this research are expounded as follows. Teachers made a decision of joining in the OCW according to the information about OCW from the NTNU Library. The major aim of teachers’ participation in OCW was to improve the learning efficiencies of students. Teachers would consider which kinds of courses were suitable for open courses, including courses which were appropriate to be displayed in the form of films, courses which had value to be recorded and disseminated in public, and courses which teachers were familiar with and prepared well for the courses recoding. During the participation in OCW, teachers experienced several changes in their behaviors, including preparing the course materials in a manner required by the OCW, and making changes to better cooperate with the courses recording and to increase the impacts on students. Moreover, among 11 teachers who participated in NTNU OCW, four teachers were at the level of mechanical use, four teachers reached the level of routine use, and three teachers reached the level of refinement use. Teachers’ expectation on OCW include: increasing rewards for the teachers who participate in OCW, reducing the burden of preparing for the courses, and increasing the influence on students. According to the research results, the following suggestions are proposed: supplying sufficient information about OCW to the teachers who participate in OCW; providing the consultation on copyright about educational materials; conducting user surveys regularly; investigating opinions about OCW from the teachers; inviting particular teachers to join in the open course recording.
Gamey, Donna Lark. "The effectiveness of the concerns-based adoption model in implementing a drug prevention program." 1985. http://hdl.handle.net/1993/29998.
Full textLee, Hung-Shan, and 李弘善. "Using Concerns-Based Adoption Model (CBAM) to Interpret How Teachers Implement Marine Education: A Case Study." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/s6f74c.
Full text國立臺灣師範大學
科學教育研究所
106
In Taiwan, marine education has been a crucial agenda addressed in elementary and secondary school curricula. Yet, most teachers lack related content knowledge and are unfamiliar with the pedagogies. Consequently, there is an urgent need for the intervention of a knowledge broker who could bridge the gap between theory and practice. A professional development program was designed in this case study to meet this need. The program was designed under the framework of Concerns-Based Adoption Model (CBAM), which can be used to probe educational innovations. The knowledge broker replaces the facilitator in this framework. Data collected from the Stages of Concern (SoC) questionnaire, Levels of Use (LoU) interviews as well as Innovation Configurations Map (IC Map) of CBAM reveal the impact and the necessity of the knowledge broker. Two professional development workshops and on-line platforms were held to recruit long-term participants. Finally, a total of seventeen participants from a kindergarten, five primary schools, a junior high school and a vocational high school cooperated with the research team. Based on their initial SoC and LoU, appropriate assistances were provided. Presentations to participants’ students by the knowledge broker were asked by individual participant, and hands-on activities as well as equipment were designed or provided according to individual requirements. Thus, customized needs were satisfied through lengthy discussions between participants and the knowledge broker. The results show that for the behavioral aspects, all participants’ LoU advance to higher levels; their LoU reach to IVA and above, indicating all of them can carry out marine education routinely. For the perceptions about marine education, however, not all participants’ SoC reach to higher stages. Besides, IC indicates diversified modes of marine education observed from individual teachers. Based on these findings, the researcher concludes with practical implications for further implementations as well as research for marine education.
Wu, Ching-Ming, and 吳清明. "Concerns-based Adoption Model Applications for One-guideline-multiple Selection of Text Books in Taoyuan County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/77751983976426058748.
Full text國立臺北教育大學
教育經營與管理學系
101
Our research primarily focuses on the Concerns-based Adoption Model applications for one-guideline-multiple selection of text books in Taoyuan County which was carried out by studying the private and public junior high school teachers (including administrators), who tend to select the text books for the strategy of Stage of Concern and the degree of Level of Use. Moreover, we also considered different personal factors and the status of teachers’ concern in school. According to the results, we propose suggestions which can be used by the educational authorities. Our study is based on Concerns-based Adoption Model, and the questionnaire survey is designed on “the selection of text books with “new” concept in Taoyuan County”. Total 616 subjects including school principal, director of academic affairs, chief of curriculum and teachers with various learning areas (Chinese, English, Mathematics, Science and Nature Technology) were investigated in public senior schools in Taoyuan County, and as stated above members, we chose 17 people for semistructured Interviews. In our research, after examining several references, we established the frame of theory by research model. Finally, all the results were analyzed statistically by t-test and one-way ANOVA as follows: I. Basic theory: i. One-guideline-multiple selection of text books fits in with various, free, and democratic philosophy of education, and keeps the tendency towards selection of text books in other countries. ii.The policy on one-guideline-multiple selection of text books generates several problems to influence other authorities on selection of text books in different counties. iii.Concerns-based Adoption Model is available for teachers on professional development and organizational change. iv.The selection of text books with “new” concept in Taoyuan County is reasonable. v. Discussions on applications of Concerns-based Adoption Model. II. Investigation i. Questionnaire survey 1. Stage of Concern (1)All teachers focused on “Personal”, “Management”, and “Information”. (2)For “Consequence” and “Collaboration”, the male teachers were higher in number compared to the female teachers. (3) With age the degree of concern increases. (4) For educational qualification on “Information” and “Management”, the degree of concern is higher with higher educational qualification. (5)For different experiences on “Awareness” and “Information”, the experience is higher (above 21 years), the degree of concern is higher. (6)Taking up various positions ( school principal, director of academic affairs, chief of curriculum or teacher) on “Awareness” of stage of Concern is higher than other stages. (7)For stage of “Information” and “refocusing”, 25 to 48 classes in school, the stage of concern is higher than other stages. 2. Level of Concern (1)All teacher focused on “Task concerns”. (2)For “Self concerns”, “Task concerns” and “Impact concerns”, the degree of concern increases with age. (3)For “Self concerns”, “Task concerns”, there is higher concern on the higher educational qualification and taking up the position of director of academic affairs in 96 years of study . (4) For “Self concerns”, there is lower concern on working experience of 6 to 10 years. (5) For “Self concerns”, there is higher concern on taking up the position of director of academic affairs and school principal. (6) For “Impact concerns”, there is higher concern on 25 to 48 classes in school. ii.On the interview study, there are significance on “Routine”, “Refinement”, “Integration”, and “Renewal” for Level of Use. According to above conclusions, our research proposes several suggestions as follows: I. Suggestion for educational implementation plan i. It can improve stakeholders’ concerns by CBAM application on educational implementation plan. ii.When CBAM is adopted on educational policies, there is significance in schools within 25 to 48 classes. iii.It can become a reference for 12-year-basic-educationan policy. II. Definite plan of educational implementation plan i. Local educational authority, school principals or leaders should concern the stakeholders’ opinions and understand their requirements in promoting the educational policies by CBAM. ii.It is necessary to greatly announce educational policies on female teachers so that they can improve their concentrations on its policies. iii.The school should encourage the teachers who work more than 21 years to become the main force or key persons in in promoting the educational policies. iv.It is necessary to establish the educational policy platform and it can enhance stakeholders highly concern the importance of progression of educational policies. III. Suggestion for teaching i.Enhance democratic literacy in class, and improve space for democratic dialogues and rational debates. ii.In order to establish the high quality of teaching atmosphere, administrative staffs should make teachers understand that the administration can assist them in teaching activities. IV. Suggestion for future i. Study area 1. The research objects can extend to every junior high school in different counties. 2. The research items can focus on other items in details. ii.After supplying more field researches on our methods, it can be adopted that the research can take the innovation configuration as a tool to measure the teachers’ concerns.
"The Effect of Change Facilitation Coaching Using the Concerns-Based Adoption Model With an Urban Elementary School Teacher-leadership Team." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.24935.
Full textDissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2014
Tsao, Chih-Ching, and 曹之菁. "A Research on the Influential Factors of Instruction of Mandarin e-Instructors Based on the Concerns-Based Adoption Model-Using A Mandarin Center as An Example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/ftmqx8.
Full text淡江大學
教育科技學系碩士在職專班
102
With the new teaching and learning trend and vision attributed to Internet technology and digital learning, all teaching units are attracted to develop their e-learning platforms for satisfying the learners’ needs of multiple choice for multi-learning. However, it can be a big challenge or decision-making for those teachers adopting face-to-face courses. Because of the lack of experience or precedent, participating teachers encountered some unknown troubles and doubts on the content and implementation of courses. This study aims to know the situation of Madarian E-teachers participating International Distance Instruction, chosed one Madarian Center as a research field and interviewed five participating teachers by adopting Qalitative Research on Semi-structured Interview and to assist teacher perform higher teaching quality and to facilitate their professional development by adopting Concerns-Based Adoption Model (CBAM) for analyzing and understanding the stages of concern and Levels of Use of Mandarin E-teachers’ distance education. The result from the case study reveals that these five Madarian E- teachers all share the identical features in the Management stage of the task-concern. They care for the process of practical use of innovative courses and understand how to best use information and apply resources. Besides, three of them are even concerned about the impacts of innovative courses on students and further offered some assessment and observation. Therefore, these three teachers’ attaining stage of concerns is higher; namely, the Consequence stage of impact-concern. In the dimension of Levels of Use, all of the five Madarian E-teachers’ scope of use attained the Level of Routine. Theoretical evidences show that this stage can be considered as meaningful implementation. In study, three teachers attaining the Consequence stage of impact-concern chosed intensive course arrangement and considered it from students’ viewpoints for the ready effectiveness of innovative courses. Consequently, the room and scope of implementation is broader, which turned the Routine Level of Use to the Refinement Level. Researchers find that there is an existence of correlation between the former and the latter; namely, the more obvious feature the Stages of Concern the teachers own, the more steady scope the Levels of Use the teachers have, which meets the theretical base that ‘ the higher the development of Stages of Concern is, the higher the scope of Levels of Use becomes.’ However, all five teachers’ concerns for innovative courses and their development of Levels of Use are well-developed. Concerning the implementaion of couse, all of them attained the meaningful level. Owing to the restrictment of teaching environments, equipments, conditions, and individual traits, the tendency of its upward extendness and development is reduced. In the end, this study purposes few suggestions for language centers, participating teachers and future study, anticipating the unobstructed facilitation and development of distance education and the ample room for Distance Education Teachers’ development of multiple adaptation.
Tseng, Wan-Ting, and 曾琬婷. "A Study of Taipei City’s Junior High School Geography Teachers Concerning about Environmental Education Infusing into Curriculum from the Perspective of Concerns Based Adoption Model." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/60504442127336908522.
Full text國立臺灣師範大學
環境教育研究所
103
The study based on the Concerns Based Adoption Model (CBAM) to inquiry junior high school geography teachers in Taipei City which Stages of Concern (SoC), Levels of Use (LoU) and the influencing factors on infusing environmental education into their curriculum. Stages of Concern Questionnaire (SoCQ) were adopted to collect 124 teachers’ Stages of Concern data. Then, analyze teachers’ Stages of Concern by "SPSS 22 for Windows". In addition, 5 teachers were selected by purposive sampling and interviewed based on Levels of Use categories, decision points, and the influencing factors. The findings of this study are summarized as followings: 1.The highest Stage of Concern for the junior high school geography teachers in Taipei City was "Stage 4-Consequence". 2.There were significant differences among "gender", "highest education level", " school size", "school’s environmental education case officer", "environmental education certified", and "environmental community members to participate". And there were significant correlation among "age" and "seniority". 3.The results of the 5 teachers’ "Stage of Concern-Levels of Use" are as followings: "Informational-Mechanical", "Personal-Routine", "Consequence-Integration", "Collaborationl-Refinement", and "Refocusing-Refinement". 4.There is an existence of correlation between the Stages of Concern and the Levels of Use. But, it still may be effected by other factors.
Untiedt, Johanna Susanna Hendriena. "Health professional educators’ needs regarding strategies in the implementation of a learning management system." Thesis, 2014. http://hdl.handle.net/2263/41945.
Full textThesis (PhD)--University of Pretoria, 2014.
gm2014
Science, Mathematics and Technology Education
unrestricted