Dissertations / Theses on the topic 'Concerns-Based Adoption Model'

This case study addressed the problem of implementing response to intervention (RTI) in general secondary education. To investigate this problem, one north Texas school's RTI implementation was examined using the theoretical framework of the concerns-based adoption model (CBAM) and defining RTI as the innovation. RTI-related practices were studied for 10 secondary teachers, two from each core subject (i.e., mathematics, English language arts, science, and social studies) and the fine arts who had been implementing RTI for several years. Data regarding participants' stages of concern about and levels of use of RTI were collected across three time intervals using the three diagnostic instruments of CBAM (i.e., Stages of Concern Questionnaire, Levels of Use interviews, and Innovation Configuration Checklist matrix), behavioral observations during instruction and RTI meetings, and structured exit interviews of participants. Overall, findings indicated that the secondary teachers were at similar stages of concern and levels of use of RTI. Teachers' RTI concerns scores remained highest in the Self phase and lowest in the Impact phase of concern at all three intervals of data collection. As levels of RTI use increased, observed RTI use increased; however, teachers' RTI levels of use scores remained in the early levels of RTI implementation at all three intervals of data collection. Patterns in teachers' responses during exit interviews suggested that contextual factors unique to this setting (e.g., unexpected changes in RTI protocol, priorities of administrative personnel, and demands placed on teachers) may have influenced teachers' concerns about the teacher's role in, the professional development in, and the sustainability of RTI as an innovation. The literature does not currently address secondary teachers' concerns about and levels of use of RTI in relation to CBAM. Therefore, this study not only fills a gap in literature but also has implications for how teachers are trained and supported in implementing and sustaining the practices of consultation and differentiated instruction associated with RTI. This case study provided insight about the importance and value of teachers' participation and knowledge of RTI to facilitate the change process successfully.

The purpose of this study was to examine the role of high school teachers’ concerns, willingness, aptitude, and use of iPads in the classroom during the adoption of a new technology. The design of this case study included a sample of eight teachers from the English, math, science, and history departments who were surveyed, observed, and interviewed using the Concerns-Based Adoption Model (CBAM). This study is guided by three research questions: (1) What are teachers’ concerns about using iPads in the high school English, math, science, and history classrooms? (2) What are teachers’ levels of iPad use in the English, math, science, and history classrooms? (3) What are teachers’ pedagogical practices as they use iPads in the English, math, science, and history classrooms? To research these questions, the study measured teacher concerns with the triangulation of three diagnostic instruments from the Concerns-Based Adoption Model: the Stages of Concern Questionnaire (SoCQ), the Innovation Configurations Map (IC Map), and the Levels of Use (LoU) matrix. The CBAM model was used to address the scarcity of literature regarding iPad use in content-area classrooms. The findings from the research show that the impact of introducing a new technology is more multifaceted than previously assumed. A teacher’s inclination and skill to use a new technology with their students varies considerably within a school and different approaches are observed across subject areas such as English, math, science, and history. When the Concerns-Based Adoption Model is used in organizational change, teacher concerns are revealed, which leads to finding opportunities for intervention and support by change facilitators who help individuals progress in the adoption of an innovation.

The Defense Systems Management College (DSMC) is beginning a major transition from its traditional classroom training methods to technology-based education and training. Conventional classroom courses will be rewritten and restructured to a computer-based format and be delivered on-line. According to the Concerns-Based Adoption Model, the faculty will experience concerns during the process of adopting this innovation. Identification of these concerns can assist in selecting appropriate interventions to minimize problems and to ease the adoption process. This study had two purposes. The first was to identify the Stages of Concern of the DSMC faculty toward the use of technology-based education and training by measuring faculty responses to the Stages of Concern (SoC) Questionnaire. The second was to determine appropriate interventions to assist the faculty through the change process. The study accomplished both purposes. All teaching faculty (N=135) received the questionnaire about their concerns and issues with this innovation, and 126 responses were returned (93% response rate). A total of eighty-one respondents (64%) reported no experience with technology-based courses, and the composite faculty SoC profile correspondingly reflected the &quot;nonuser&quot; category. No significant differences in Stages of Concern were found between groups of faculty when divided by common demographic criteria such as years of teaching experience, civilian or military status, and experience with educational technology. Quantitative methods of analysis included SoC profile comparison, High Stage Score and Second High Stage Score analysis, analysis-of variance (ANOVA), and multivariate analysis of variance (MANOVA). Qualitative methods were also used to analyze responses to an open-ended question on the survey instrument. Results reflected a general lack of knowledge and awareness about the innovation from the faculty and strong personal concerns about what impact it will have on them. The faculty clearly displayed a negative attitude toward this innovation and seemed unconvinced that it was the optimal solution. Written responses to the open-ended question provided key insight into faculty attitudes. The majority of concerns identified were educational issues, particularly dealing with the effectiveness of a computer-based format when teaching highly-interactive management courses. Based on these results, recommended intervention strategies for DSMC were generated. These strategies focus on the need for better information dissemination about educational technology and for a realistic implementation plan. More importantly, interventions were recommended to provide incentives for faculty to increase proficiency with educational technology and the use of technology in their courses.<br>Ed. D.

Schools and educators are faced with the tremendous task of preparing students to be successful in school and beyond in a fast-paced, ever changing world. Behavioral skills, just as academic skills are critical for student success. While the West Fargo secondary schools have established a systematic and effective structure of support for academic success, known as MTSS academics, no such structure exists to address the behavioral needs of students. Further, there is no system in place for the training of teachers to begin the implementation of the MTSS behavior supports. Without teacher training during the implementation of the program, teachers will not be able to properly implement the MTSS behavior pathway and students will not receive the kind of support needed for success. The purpose of this study was to develop, implement, and evaluate a systematic process for the implementation of MTSS behavior pathway at Sheyenne High School utilizing the Concerns Based Adoption Model. This process included the development of the components of the MTSS behavior pathway. It also included the administration of the training model to the teachers to initiate the implementation through actively engaging them in the reflection on the development and implementation of the MTSS behavior pathway. The concerns-based adoption model was utilized to track and address teachers’ questions and concerns throughout the training. In addition, an evaluation of the training process was conducted to determine the effectiveness of the training and to inform the structure and process of the implementation of the MTSS behavior pathway. The overall evaluation data collected indicated that participants had positive perceptions of the workshops, activities, and support provided through this model.

A growing number of school districts are adopting mobile electronic devices as replacements for textbooks and to improve test scores. Yet questions remain regarding staff preparedness, instructional and pedagogical transformation, and impact on student achievement with this increased use of mobile technologies in primary and secondary classrooms. This evaluation was part of a professional development series that was implemented with K-6 teachers in the process of implementing new mobile technologies into classroom instruction. This professional development series provided a number of formal, informal, and impromptu opportunities for staff to learn new tools and practices for technology integration, as well as provide occasions to share and reflect upon technology employment practices. A key component to the series was the use of the concerns-based adoption model to track teachers? questions and concerns and to adjust the training accordingly. This evaluation report was prepared to provide an overview of the variety of training sessions that were implemented, to document changes that were made based on feedback from staff, and to recommend appropriate modifications and goals for continuation of the professional development series. The overall evaluation data collected indicated evidence supporting the success of this model. Furthermore, there was strong evidence that participants had positive perceptions of the workshops, activities, and support provided through this model.

Implementation of previous U.S. standards-based education initiatives has been challenging due to, among other issues, the lack of common and consistent meaning of ‘proficiency’ among states. Implementing new education standards for educators means undertaking actions to understand the skills to be taught, develop curriculum, make curriculum more accessible to students, and effectively assess the skills being taught. This single-site qualitative collective case study investigated how three secondary in-service teachers and one secondary student teacher navigated implementation of the Common Core State Standards in a Midwestern rural secondary school.

The integration of disabled children into regular schools is a current educational and social issue causing widespread interest, concern and debate throughout Australia. The most controversial and innovative adoption of integration policy has occurred in Victoria since the release of the Collins Report in 1984. The present study was conducted in 26 State primary schools in the Bendigo area of the Loddon Campaspe Mallee region of Victoria where disabled children had been integrated in regular classrooms with the assistance of a paid teacher aide during 1988. The purpose of the study was to survey the concerns of those teachers into whose classes children with disabilities had been integrated. The Stages of Concern (SoC) dimension of the Concerns-Based Adoption Model (C-BAM) was chosen as the research methodology. C-BAM was developed at the Research and Development Center for Teacher Education, University of Texas at Austin, and for the purpose of this study, the methodology consisted of a questionnaire of 35 standardized items (the Stages of Concern Questionnaire), and a School Survey. The study set out to identify the concerns of teachers (ii) toward integration, and to establish reasons why teachers are at particular stages of concern. Factors included teachers' age, gender, number of years of teaching experience, qualifications and in-service training. Other issues related to the disabled children themselves, the school, and factors such as availability of resources, funding levels, and access to support systems. This study developed from the policy document Integration in Victorian Education (the Collins Report, 1984). Since then, the Ministry of Education has published two additional booklets (in January and February, 1987), which partly address some of the issues included in this thesis. These include resourcing, in-servicing and the legal implications of the innovation. The analysis of the data points to major shortcomings which will jeopardize the implementation process and the likely success of the innovation. A number of recommendations have been suggested, with particular reference to the pre-service and in-service training of teachers, and issues relating to funding and resources. The findings have implications for all classroom teachers, as potentially all are required to accept disabled children into their classes. The results and recommendations also have relevance for the Ministry of Education, whose responsibility it is to ensure that the integration of disabled children into regular classes is fully supported at a government level, and for training institutions, whose task it is to provide appropriate pre-service and in-service programs for present and future classroom teachers.

Doctor of Philosophy<br>Curriculum and Instruction<br>Rosemary Talab<br>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.

This study sought to understand concerns and levels of use of a group of teachers in the process of developing a project-based learning (PBL) program, and the effect of a change facilitator on these processes. The research was guided by the following research questions: One, what are the concerns of teachers regarding the planning of a PBL curriculum? Two, what are the levels of use of teachers in the process of planning the PBL curriculum? Three, how does a change facilitator affect the process of change in the planning of a PBL curriculum? The population of this study consisted of seven subject area high school teachers and one district level administrative staff member. This study used the concerns-based adoption model (CBAM) to study the PBL innovation. CBAM is a conceptual framework that describes, explains, and predicts teachers' concerns and behaviors throughout the change process in education. In this study, the teachers progressed through the levels of use on a timeline at a rate that was much more rapid that what is typical for implementation of an innovation in an educational setting. This rapid progression was the function of the teacher population studied and the change facilitator that led the PBL curriculum design process. With the leadership of the change facilitator, the goals of the PBL curriculum innovation were realized, and the team created a PBL curriculum with multidisciplinary PBL products that could be implemented after the development phase.

With the advent of No Child Left Behind (NCLB) legislation in 2002 and its attendant increases in accountability pressure, many districts and schools currently embrace data analysis as an essential part of the instructional decision making process. In their attempts to overcome low achievement on state-mandated tests, some districts have begun employing data coaches. The study reported here, which was set in three middle schools in a northeast Texas school district, assessed the influence of the campus data coach on a middle school mathematics teachers' use of analyzed data to make instructional decisions. It also examined the extent to which the Data Coach/teacher relationship resolved teacher concerns about data-driven decision making. Phenomenological interviews with data coaches were guided by Seidman's (2006) three-series interview. Measurement of teacher use of data to make decisions was based on the concerns-based adoption model's levels of use interview protocol, stages of concern questionnaire, and innovation configuration map. By the end of one school year, two out of the three teachers never used data to make instructional decisions, although the non-users both had moved closer toward employing the innovation in their classroom. Data indicated all teachers were aware of the innovation, but all three ended the study with high personal concerns, signifying that the minimal efforts made by the data coaches to resolve concerns were not successful. This study's small sample gave the research paradigm of data-based decision making an in-depth glimpse into the process of implementing data-based instructional decision making and the Data Coach position on three middle school campuses in one large northeast Texas district.

The challenges of implementing the Common Core State Standards at the classroom level resulted in political pushback to the reform initiative after the local media covered poor implementation decisions. This study explored how elementary school teachers and instructional leaders described teachers' progress along the implementation continuum for the standards. The concerns-based adoption model served as the conceptual framework for this study. This multicase study design consisted of 16 interviews of teachers and instructional leaders from 4 schools. Data were analyzed through a process that began with open coding followed by axial coding to identify themes. Teacher collaboration driving implementation progress emerged as a theme. The following needs also emerged: (a) training to make the required instructional shifts, (b) common processes to monitor implementation progress, and (c) aligned resources. The results led to a semester-long professional development project pairing a quality improvement process popular in other fields with the existing professional learning community structure to address the problem. This project built on the implementation progress made through working collaboratively to meet the training needs of the teachers; the project also included mechanisms for monitoring teachers' progress in implementing the standards. The project study provides insight and specific steps for teachers and leaders working to implement the standards. Students will be the ultimate beneficiaries of this project study through improvements in their teachers' instructional practice.

碩士<br>國立臺灣師範大學<br>圖書資訊學研究所<br>99<br>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.

博士<br>國立臺灣師範大學<br>科學教育研究所<br>106<br>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.

博士<br>國立臺北教育大學<br>教育經營與管理學系<br>101<br>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.

abstract: Public demands for accountability and educational change are at an all-time high. No Child Left Behind set the stage for public accountability of educators and the recently created Race to the Top grant raised the stakes of public school accountability even more with the creation of national standards and assessments as well as public accountability of individual teacher performance based on student test scores. This high-stakes context has placed pressure on local schools to change their instructional practices rapidly to ensure students are learning what they need to in order to perform well on looming Partnership for Assessment of Readiness for College and Careers (PARCC) exams. The purpose of this mixed methods action research study was to explore a shared leadership model and discover the impact of a change facilitation team using the Concerns Based Adoption Model tools on the speed and quality of innovation diffusion at a Title One elementary school. The nine-member change facilitation team received support for 20 weeks in the form of professional development and ongoing team coaching as a means to empower teacher-leaders to more effectively take on the challenges of change. Eight of those members participated in this research. This approach draws on the research on change, learning organizations, and coaching. Quantitative results from the Change Facilitator Stages of Concern Questionnaire were triangulated with qualitative data from interviews, field notes, and Innovation Configuration Maps. Results show the impact on instructional innovation when teacher-leadership is leveraged to support change. Further, there is an important role for change coaches when leading change initiatives. Implications from this study can be used to support other site leaders grappling with instructional innovation and calls for additional research.<br>Dissertation/Thesis<br>Ed.D. Educational Leadership and Policy Studies 2014

碩士<br>淡江大學<br>教育科技學系碩士在職專班<br>102<br>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.

碩士<br>國立臺灣師範大學<br>環境教育研究所<br>103<br>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.

The University of Pretoria (UP) implemented an upgraded version of the institutional learning management system (LMS) (called “new clickUP”) from June 2011 to December 2012. The purpose of the study is to determine the levels of use (LoU), stages of concern (SoC), and perceived expressed needs of health professional educators (HPEs) in the Faculty of Health Sciences as they adopt and implement the new LMS in their teaching. The rapid development of educational technology for teaching and learning is a cause of constant change in higher education institutions. In particular, regular upgrades to an LMS put pressure on lecturers, forcing them to learn to implement upgraded versions. Although LMSs are viewed as an essential part of technology-enhanced learning, the literature seems to be silent about widespread fidelity of use and how this may be achieved, particularly in a medical education context. The study follows an eclectic research design utilising the Concerns Based Adoption Model (CBAM) with its diagnostic tools (SoC and LoU) to evaluate both the concerns of HPEs and the extent of implementation of the LMS. The perceived expressed needs of HPEs in this context were explored further through interviews. The rationale for the study is that the levels of implementation of the LMS could be improved if professional staff development interventions address specific training and support needs of lecturers. The results of the study show that HPEs at UP have not yet completed the journey across the bridge of implementation. Based on the results of the SoC and LoU instruments, HPEs consistently rated concerns at the Unconcerned stage as the highest, and Management concerns as second highest. Informational and Personal stage concerns were rated not much lower than Management concerns. Detailed information regarding the context-specific needs of HPEs was collected from the perceived expressed needs interview, to supplement the needs obtained through the SoC questionnaire. The results reveal some variation from the SoC, as well as additional needs HPEs have with regard to the implementation of an LMS. Four core needs of the HPEs were identified: (i) to know the reason for the change to the new LMS; (ii) to have time available to learn, practice and implement the system; (iii) to have access to training and support resources; and (iv) to understand the functionalities available and associated possibilities for application in their teaching practice. By integrating the results of research question 1 (SoC) and research question 2 (LoU), the fidelity of implementation was ascertained, utilising a fidelity matrix based on the highest SoC and LoU achieved by HPEs. To accomplish the stated rationale (i.e. to facilitate the journey across the implementation bridge) the study recommends that attention should be paid to the Unconcerned and Management stages of concern. Specific training and support interventions should address these concerns, without neglecting Informational and Personal concerns that are still prevalent.<br>Thesis (PhD)--University of Pretoria, 2014.<br>gm2014<br>Science, Mathematics and Technology Education<br>unrestricted