DECISIONAL PARTICIPATION, LEVELS OF CONCERN, INTENSITY, AND DEGREE OF IMPLEMENTATION OF AN INNOVATION (NEW YORK)
Abstract
The major purpose of this study was to determine the degree to which teachers' decisional participation in a curriculum development innovation influences their levels of concern, intensity, and degree of implementation of that curriculum. This study compared the levels of concern, intensity, and degree of implementation of a curriculum development innovation as expressed by teachers who generated the Communication Arts (listening, speaking, reading, writing) curriculum with that of teachers who were only involved in its implementation and revision. The population for this study included all full-time classroom elementary school teachers in the public and nonpublic elementary schools in Community School District 15, New York City. The materials used to collect the data for this study were the Stages of Concern (SOC) questionnaire and the Levels of Use (LOU) interview. The conceptual basis for SOC and LOU is the Concerns-Based Adoption Model (CBAM), a model developed at Texas Research and Development Center for Teacher Education to conceptualize and facilitate educational change. The findings of this study indicated that teachers who generated the Communication Arts curriculum had higher levels of concern and intensity about the innovation than those who were only involved in its implementation and revision. In addition, those teachers who generated the curriculum had higher levels of use focusing on integration, combining one's own efforts to use the innovation with related activities of colleagues to achieve a collective impact on students. Those teachers who implemented and revised the curriculum had lower levels of use ranging from non-use to routine use of the innovation.
Subject Area
School administration
Recommended Citation
SHAY, KATHLEEN MARIE, "DECISIONAL PARTICIPATION, LEVELS OF CONCERN, INTENSITY, AND DEGREE OF IMPLEMENTATION OF AN INNOVATION (NEW YORK)" (1983). ETD Collection for Fordham University. AAI8410117.
https://research.library.fordham.edu/dissertations/AAI8410117
