Teachers who Initiate Changes with an Ebook-Integrated Curriculum
Revisiting the Developmental Assumptions of Stages of Concerns in the Concerns-Based Adoption Model
Bibliographic Data
| ID | 8158014 |
|---|---|
| Authors | Mina Min, Natalie Croxton (0000-0001-9080-0535, Indiana University Bloomington, corresponding author) |
| Year | 2017 |
| Volume | 63 |
| Issue | 1 |
| Pages | 21-42 |
| Publication date | 2017-08-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v63i1.56146 |
| OpenAlex | W4391153638 |
| Language | EN |
| References cited | 14 |
Understanding teachers’ concerns about integrating new technology to their curricular practices is essential for the improvement of pedagogical practices. Using in-depth interviews, this study aims 1) to explore and describe concerns of teachers who attempted to initiate ebook-integrated curriculum independently in a higher education setting, and 2) to examine how well the Stages of Concerns (SoC) in Concerns-Based Adoption Model (CBAM) explains the change processes of the teachers. This study challenges the developmental assumptions underlying the SoC in CBAM and suggests that the theoretical framework must address individuals’ idiosyncratic traits as a contextual factor to better explain the change processes of teachers who initiate change in higher education. Additionally, future research directions pertaining to the adoption of innovations by teachers are suggested
Curriculum · Developmental psychology · Mathematics education · Pedagogy · Online and Blended Learning · Psychology
Grounded Theory Methodology
Implementation of an innovation
Factors affecting technology integration in K-12 classrooms
Investigating Practices in Teacher Education that Promote and Inhibit Technology Integration Transfer in Early Career Teachers
Secondary Teachers' Concerns in Adopting Learning Management Systems
Types of “teachers in training”
Teacher beliefs and technology integration
The role of context in teachers' concerns about the implementation of an innovative curriculum
Understanding Teacher Change
Teacher Agency in Curriculum Making
Concerns of Teachers
Instructional development for teachers in higher education
The Constant Comparative Method of Qualitative Analysis
| Citation velocity | historical |
|---|---|
| Highly cited | No |