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RELATIONSHIPS BETWEEN IMPLEMENTATION LEVELS AND SELECTED FACTORS OF CONCERN AND COMPONENT USE OF IMPLEMENTERS OF A DISTRICT-DEVELOPED COMPOSITION CURRICULUM
Abstract
The study measured junior and senior high teachers' use of and concerns about a district-developed composition curriculum. Two surveys were administered during one month to 91 junior and senior high teachers of composition. Both surveys were based on the Concerns-Based Adoption Model (CBAM) of the Research and Development Center for Teacher Education at the University of Texas at Austin. On a Program Use Checklist, teachers reported their use of twelve curriculum components; on a Concerns Questionnaire they reported their attitudes toward the curriculum. For data analysis, subjects were divided by their Program Use Checklist scores into groups of (a) low and high implementers, (b) junior and senior high low implementers, and (c) junior and senior high high implementers. Concerns Questionnaire scores were aggregated into seven stages: awareness, informational, personal, management, consequence, collaboration, and refocusing. Use of a repeated measures analysis of variance and a Kruskal-Wallis one-way analysis of variance produced six findings: (1) There is significant interaction between implementation level (secondary low or high) and concerns about the curriculum. (2) There is no significant interaction between low implementers at school levels (junior or senior high) and concerns about the curriculum. (3) There is no significant interaction between high implementers at school levels (junior or senior high) and concerns about the curriculum. (4) There is a significant difference between secondary low and high implementers in use of curriculum components. (5) There is a significant difference between junior and senior high low implementers in use of curriculum components. (6) There is a significant difference between junior and senior high high implementers in use of curriculum components. Study data have strong implications of inservice planning. These include: (a) junior and senior high curriculum inservice need not be differentiated, (b) consequence and refocusing concerns have first priority for attention, and (c) curriculum components need to be identified and rationale for use of each provided.
Subject Area
Curricula|Teaching
Recommended Citation
LYNESS, RUTH ANN FINKLE, "RELATIONSHIPS BETWEEN IMPLEMENTATION LEVELS AND SELECTED FACTORS OF CONCERN AND COMPONENT USE OF IMPLEMENTERS OF A DISTRICT-DEVELOPED COMPOSITION CURRICULUM" (1984). ETD collection for University of Nebraska-Lincoln. AAI8503435.
https://digitalcommons.unl.edu/dissertations/AAI8503435