Qualities of the Stages of Concern Questionnaire and Implications for Educational Innovations

Bailey, Donald B.; Palsha, Sharon A.

doi:10.1080/00220671.1992.9941120

Cited by 58 publications

(32 citation statements)

References 9 publications

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“…the Attitudes Towards Inclusive Education Scale (ATIES) [21]) and concerns (e.g. Stages of Concern Questionnaires (SOCQ) [22]). Little has been done in investigating teacher commitment, which is believed to be an important element in professional development in inclusion.…”

Section: Introductionmentioning

confidence: 99%

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Sam¹,

Ho²,

Lam³

2015

IJCH

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Abstract-Perception of teacher has been supported by recent research which influences their behavior towards acceptance of students with special learning needs. This study examines the psychometric properties of a newly constructed measure on teacher perception towards inclusive education. The study comprised 355 teachers (mostly females; majority age group: 26 to 45) from three progressive teacher training courses (basic, advanced, and thematic), which cater to different educational needs. The participants were required to complete the questionnaire on their perception towards educational inclusion. Data were analyzed using both classic test theory (CTT) and item response theory (IRT). Three domains (attitude, concern, and commitment) of perception were identified and tested in the context of Hong Kong. The analysis showed these domains had strong construct validity (GFI=.986; CFI=.941; RMSEA=.0578), internal consistency (Cronbach's alpha=.529-.761), and good fit to the Rasch model among items (Infit/outfit=.80-1.27). The current findings support the view that administration of the recent scale provided better understanding of teachers' perception on inclusive setting, and improved guidance for better program development on teacher training.Index Terms-Teacher perception, inclusive education, PTIE, item calibration, scale validation. I. INTRODUCTIONThe philosophy of educational values of equity and social justice makes the entitlement of all children to quality education, regardless of differences, an important notion for the implementation of inclusive education [1], [2]. However, several teachers have reservations for the inclusion of students with special educational needs in ordinary classrooms. The reservation could have been the result of the worries of teachers concerning their insufficient professional preparation to deal with students with special educational needs. Prior studies proved that involvement in strategic professional development helps teachers increase their understanding of learning barriers and changes their negative perspectives on students with special educational needs [3]. Professional development programs help teachers develop attitudes, strategies, and capacities to work with others, which in turn allow them to facilitate students regardless of their disabilities in the inclusion setting [4], [5]. According to Burrello and Wright (1993), targeted professional development activities focused around inclusion increases staff efficacy and attitudes in the areas of team collaboration, cooperative learning, joint ownership, student integration, effective teaching practices, and development of teaching skills in adapting and modifying the curriculum to meet the needs of all students [6]. However, limited studies have been conducted to prove the effectiveness of professional development programs on the influential function on the attitudes, concern, and commitment of teachers, especially in the Chinese schools. One of the major reasons for the lack of studies is the limited number of psycho...

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Section: Introductionmentioning

confidence: 99%

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Sam¹,

Ho²,

Lam³

2015

IJCH

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“…C-BAM, originally developed by Hall et al (1973), expanded by Hall, George, and Rutherford (1977), and later refined by Bailey and Palsha (1992) and Shoulders and Myers (2011), represents a model for categorising different kinds of concerns and their effect on the diffusion process. Concerns may relate to available resources, one's personal competence, consequences for students, or support from colleagues.…”

Section: C-bammentioning

confidence: 99%

“…SoC normally divides concerns among seven stages: being aware of the innovation, having information and being capable of internalising the innovation, having concerns related to one's personal skills, managing the innovation in practice, being concerned about consequences, being concerned about collaboration, and finally being concerned about improving practices (Bailey & Palsha, 1992;Hall et al, 1977;Shoulders & Myers, 2011).…”

Section: The Soc Questionnairementioning

confidence: 99%

“…Previous research on educational innovations other than RRI has described the complex beliefs and attitudes of teachers experiencing the adoption process from different viewpoints (Bailey & Palsha, 1992;Hall, Wallace, & Dosset, 1973;Lumpe, Haney, & Czerniak, 2000). Attitudes are typically seen as value laden (Kane, Sandretto, & Heath, 2002), but affective, cognitive, personal, social, and behavioural aspects also play a role in the construction of attitudes (Eagly, 1992;van Aalderen-Smeets, Walma van der Molen, & Asma, 2011).…”

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confidence: 99%

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Exploring Teachers’ Concerns About Bringing Responsible Research and Innovation to European Science Classrooms

Vocht

Laherto

Parchmann

2017

Journal of Science Teacher Education

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The European Union pushes science education to orient toward the concept of Responsible Research and Innovation (RRI; i.e., socially and ethically sensitive and inclusive processes of science and technology). Schools should further understanding on how science interacts with society and increase students' engagement in science. This exploratory study analysed concerns of 67 active, forward-looking teachers from 10 European countries using a questionnaire based on the concerns-based adoption model (C-BAM) and open-ended questions regarding the adoption of RRI into teaching. In the context of an international professional development programme on RRI, a pre/ post comparison was also carried out for 29 of the teachers. The results showed that the forerunner teachers were willing to find information and collaborate on RRI teaching and believed that RRI can engage students and be a worthwhile part of the curriculum. Yet the respondents voiced personal concerns about their ability to teach RRI, and only a few concerns were resolved during the professional development period. Teachers need extended support and networking to contextualise RRI into their science lessons. On the basis of the results, we discuss the possibilities of teaching RRI implicitly rather than explicitly in order to foster students' own reasoning about RRIrelated values. Our results also demonstrate that the customary questionnaire used with C-BAM gives a consistent picture of teachers' concerns but does not differentiate teachers enough in order to formulate a statistically sound clustering of concern profiles. We argue that with proper adjustments the questionnaire can provide more diverse and informative profiling of teachers' concerns.

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“…In addition, the accessibility of training, either in their own institutions or through professional associations, ranges from nonexistent to highly formalized. The adoption of any new mode of instruction often necessitates change in the individual using the methodology; indeed, as Bailey & Palsha (1992, March/April) state, "the impetus for change often comes from external sources" (p. 226). The peculiarity of online environments, in particular, necessitates a change in orientation and in pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Qualities of the Stages of Concern Questionnaire and Implications for Educational Innovations

Cited by 58 publications

References 9 publications

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Exploring Teachers’ Concerns About Bringing Responsible Research and Innovation to European Science Classrooms

Tool use in open learning environments: In search of learner-related determinants

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