Educational Administration, Department of


Date of this Version



A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies, Under the Supervision of Professor Marilyn Grady. Lincoln, Nebraska: May, 2015

Copyright (c) 2015 Stuart N. Lenz


The purpose of this convergent mixed methods study was to understand the stages of concern and levels of use for teachers as they integrate a new math intervention program. Teachers within three high schools in a large Mid-western school district all implemented the program at the same time, and were used as the sample during the three-year study. The study searched to discover (a) what or who influences the teachers in their use of the program, (b) how the teachers change in their levels of use and stages of concern, and (c) if the success of the program changes as a result of the change in use and concern. Percentages of eligible students and teachers using the math intervention program were collected to determine the use of the program.

Quantitatively, passing rates of students within math intervention, as well as percentages of eligible student and teacher use, were collected from Spring 2011 until Spring 2014 to assess the success of the program. Passing rates and percentages of student and teacher use all showed an increase over time, indicating an increase in the success of the program. In addition, data was collected via a voluntary questionnaire (N = 49) during fall 2012 and 2013, which was adapted from the Stages of Concern Questionnaire that was created by George, Hall, and Stiegelbauer (2006). A paired sample t-test indicated no significant change in stages of concern for participants who completed the questionnaire both years (n = 8). The one-way ANOVA revealed significant differences between schools within personal year 2 (p = 0.015), management year 1 (p = 0.044), consequence year 2 (p = 0.002), and collaboration year 2 (p = 0.000). Schools B and C were never found to be significantly different from each other in their responses. In addition, School A was found to be significantly different in 4 out of the 7 stages of concern during year 2.

Qualitatively, voluntary semi-structured interviews regarding concerns, use and feelings towards the program were conducted with eligible math teachers each semester (N = 27). Factors that led to teacher use of the program were knowledge, experience, comfort, communication, direct influence, and seeing results.

Both the quantitative and qualitative results were then converged to create a theory on the levels of use and stages of concern similar to the Concerns Based Adoption Model (CBAM), created by Gene Hall (2006) and colleagues, as well as themes of influential factors. Levels of use that resulted from the study were Non-use/Ineligible, Exploratory, Over-use, Comfortable, and Customized. Stages of concerns that resulted from the study were Teacher Impact and Student Impact.

Adviser: Marilyn Grady