Title page for ETD etd-06062008-144712


Type of Document Dissertation
Author Aneke, Norbert O.
URN etd-06062008-144712
Title Teachers' stages of concern about a school-wide educational reform
Degree PhD
Department Vocational and Technical Education
Advisory Committee
Advisor Name Title
Finch, Curtis R. Committee Chair
Asche, F. Marion Committee Member
Hoerner, James L. Committee Member
O'Reilly, Patrick A. Committee Member
Keywords
  • intensity
  • peak
Date of Defense 1996-05-10
Availability restricted
Abstract

This study sought to verify the stages of concern theory according to Hall, Wallace, and Dossette (1973), using a school-wide educational refonn. Furthennore, changes in teachers' concern profiles as a function of education levels, teaching areas, hours of reform-related training, and adoption-proneness were studied. In particular, teachers' concern profiles about implementing the High Schools That Work (HSTW) refonn in Virginia were studied.

One thousand two hundred and seven teachers in 19 sites implementing the HSTW refonn in Vrrginia participated in the study. Of the purposive sample of 1207 teachers to whom study questionnaires were forwarded by mail, 674 responded and returned their questionnaires. The questionnaire consisted of three sections: the Stages of Concern section (Hall, Wallace, & Dossette, 1973), the Adoption-proneness section (Oscarson, 1977), and the demographic infonnation section. Data were analyzed, using descriptive statistics and multivariate analysis of variance procedures (This study sought to verify the stages of concern theory according to Hall, Wallace, and Dossette (1973), using a school-wide educational refonn. Furthennore, changes in teachers' concern profiles as a function of education levels, teaching areas, hours of refonnrelated training, and adoption-proneness were studied. In particular, teachers' concern profiles about implementing the High Schools That Work (HSTW) refonn in Virginia were studied. One thousand two hundred and seven teachers in 19 sites implementing the HSTW refonn in Vrrginia participated in the study. Of the purposive sample of 1207 teachers to whom study questionnaires were forwarded by mail, 674 responded and returned their questionnaires. The questionnaire consisted of three sections: the Stages of Concern section (Hall, Wallace, & Dossette, 1973), the Adoption-proneness section (Oscarson, 1977), and the demographic information section. Data were analyzed, using descriptive statistics and multivariate analysis of variance procedures (α = .05).

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