Research shows that principals with strong leadership qualities are a critical factor in effective schools. This paper describes three research based techniques that principals can use when making decisions about how to help teachers develop their skills. The Concerns Based Adoption Model (CBAM) is an empirically based conceptual framework that…

The Stages of Concern Questionnaire was completed by 45 Nebraska and 35 Idaho industrial technology teachers. Most Nebraska teachers failed to accept technology education. Although Idaho teachers had a higher acceptance rate, nearly 69% had not adopted it. (SK)

This study examined the progression of concerns 96 students experience as they engage in nontraditional forms of instruction; ways to address these concerns; and whether their successful resolution enhances the instructional effectiveness of an innovative, reading improvement class. (JL)

This study identified teachers' attitudes about educational computing and investigated the effects of a university-offered inservice teacher education course on these concerns. Affective changes in teachers enrolled in the course were measured using the Stages of Concern Questionnaire, and implications of the findings for designers of such courses…

This study investigated instructional elements of inservice training sessions that prepare teachers to implement innovations, looking specifically at teachers' concerns, instructional elements, and relationships between the two. The results are discussed and recommendations made to enhance the likelihood of successful training. (MT)

Describes a mentoring program for preservice teachers that focused on the use of the Internet for teaching and learning. Discusses use of the Concerns-Based Adoption Model, which describes three developmental phases of concerns regarding innovation and change; and the Stages of Concern Questionnaire and its validity for preservice teachers.…

The Change Facilitator Stages of Concern Questionnaire (CFSoCQ) as a procedure for studying the concerns of change facilitators is presented. It is based on the work of Francis Fuller, the concept of Stages of Concern, and the Concerns Based Adoption Model which deal with change facilitators' concerns regarding implementation of an innovative…

Although technology education has been discussed for a decade, it is still uncertain how teachers feel about this new curriculum. Industrial technology education teachers from Idaho and Nebraska were randomly surveyed about their acceptance of technology education. A questionnaire was sent to a sample of 73 teachers in Nebraska and 58 teachers in…

Implementation of educational computing in schools is dependent upon teachers' attitudes toward computers as well as their expertise. Most inservice activities focus on increasing teacher expertise, while paying little attention to teachers' attitudes towards the technology. To investigate teachers' concerns about educational computing, two…

In 1975, The Texas Board of Education adopted instructional resources as a priority area and chose Learning Resources Centers (LRC) to be used as the means for implementation. Title IVC funds were granted for the 1976-1977, 1977-1978, and 1978-1979 school years to develop, plan, and field-test an LRC model which used a paraprofessional staff…

Researchers tested the Concerns Based Adoption Model and the Stages of Concern Questionnaire (SoCQ), which address professionals' feelings about innovation. Professionals who received innovative training on early intervention completed the survey. Results support the Concerns Based Adoption Model's broad underlying assumptions. A revised model and…

A follow-up was done of an earlier study that found that industrial arts teachers had failed to accept technology education as a replacement for industrial arts. A reassessment of Rogers' (1989) Stages of Concern (SoC) research was conducted. All industrial educators from both the Omaha (Nebraska) and Millard (Nebraska) Public Schools were…

Over the past few years, several complicated innovations, such as mainstreaming and minimal competency testing, have confronted teachers in addition to their usual responsibilities. In order to facilitate the teachers' implementation of such changes, the Concerns-Based Adoption Model (CBAM) was developed, using the teacher and the innovation as…

The results of the first year of a three-year longitudinal study of the adoption of a new Practical Action Curriculum by Ohio Vocational Home Economics teachers are reported. The purpose of the study was to investigate (1) the teachers' Stages of Concern about adopting the curriculum; (2) the factors that affected the teachers' degree of adoption…

The Stages of Concern (SoC) Questionnaire was developed in order to measure the attitudes of individuals toward innovation. The Concerns Based Adoption Model provided the theoretical basis for the instrument. According to this model, individuals are first concerned with themselves, later with the details of the task, and finally with the impact of…