USING THE CONCERNS BASED ADOPTION MODEL AS A FRAMEWORK FOR STUDYING TEACHER IMPLEMENTATION OF STRUCTURAL CHANGE IN ONE SCHOOL: VALIDATING A RESEARCH MODEL IN A UNIQUE SETTING (TEXAS)

• Main Author: WOLF, THOMAS EDWIN
• Language: ENG
• Published: ScholarWorks@UMass Amherst 1984
• Subjects: Education
• Online Access: https://scholarworks.umass.edu/dissertations/AAI8410347

The Concerns Based Adoption Model is a conceptual framework for studying teacher adoption of educational innovations developed by the Center for Research in Teacher Education in Austin, Texas. The framework is based upon a theory which assumes that innovation adoption is a developmental process, should be studied at the point of adoption (the teacher), and is only a focused piece of a larger ill-defined change process. Two instruments have been developed by the Center: the Stages of Concern Questionnaire which assesses the concerns individual teachers have as they implement a particular innovation; and the Levels of Use Interview which assesses the way in which individual teachers use a particular innovation. This study used both instruments to assess the Smith Elementary School teachers' implementation of school-wide structural innovation based upon developmental theorists such as Erikson and Piaget. The SoC Questionnaire and LoU interview were administered to the teachers at regular intervals over a two year period. The effectiveness of the CBAM framework for assessing the Smith School teachers' innovation adoption is discussed in light of the patterns of the dependent (SoC and LoU) variables over time as posited by the CBAM theory and established by previous research on the model in other settings. Generally, the results of the two year study at the Smith School show that the CBAM framework is an effective framework for tracking innovation adoption. It is sensitive to both the developmental patterns of the adoption process and the contextual variables which influence that process. Further research is suggested on the nature of the interrelationships of the developmental stages posited by the CBAM theory; the relationship between the SoC and the LoU and their relationships to interest (SoC) and action (LoU); and, the need to develop a taxonomy of innovations and an understanding of how different types of innovations impact on the CBAM model of adoption. In light of the current turbulent social context and the demands for change it places on schools, the author found his research on CBAM theory and techniques were helpful not only in understanding a particular innovation setting but also in learning about pre-conditions for successful innovations, possible characteristics of successful innovations, and ways of knowing and discussing the process of change.