An Analysis of the Teacher"s Stage of Concerns about Maker Education by the Concerns-Based Adoption Model in Early Childhood

2020 ◽  
Vol 21 (4) ◽  
pp. 107-137
Author(s):  
Nam-Mi Chung
Keyword(s):  
Early Childhood ◽  
Concerns Based Adoption Model ◽  
Maker Education ◽  
Adoption Model

scholarly journals An Assessment of Educators’ Level of Concern on the Adoption of Education 5.0: A Case of One University in Zimbabwe

2020 ◽  
pp. 22-32
Author(s):  
Dumisani Rumbidzai Muzira ◽  
Robert Muzira
Keyword(s):  
Community Service ◽  
Curriculum Reform ◽  
Service Innovation ◽  
Stages Of Concern ◽  
Education Reforms ◽  
State University ◽  
Concerns Based Adoption Model ◽  
Teaching Community ◽  
Adoption Model ◽  
Level Of Concern

Background: This study was an assessment of educators’ levels of concern on the adoption of Education 5.0: A case of a State University in Zimbabwe. Education 5.0 being a new curriculum reform in Zimbabwe which focuses on five pillars namely, research, teaching, community service, innovation and industrialisation. Educators are directly involved in implementing education reforms hence the importance of an assessment of their stages of concern towards the adoption of Education 5.0. Methodology: A survey using 35 questionnaire items adapted from the Concerns-Based Adoption model was used to collect data from a sample of 28 lecturers derived from a population of 30. The researcher completed a score sheet using the responses from the questionnaires. Data on stages of concern was coded using Likert scale of 0 to 3. Data was analysed to measure stages of concern among the educators who are implementors of Education 5.0. by averaging the five items per stage to determine the level of concern among the educators. Standard deviation for each stage of concern was also calculated to determine variations among the educators’ level of concern. Results: The study revealed that the educators had their highest intensity of concern under stage 2 (personal), followed by stage 5 (collaboration), and their least concern on stage 6 (refocusing), followed by stage 3 (management). These findings indicate that these educators are on the self-level of concern, much concerned about how they would personally be affected by Education 5.0 and least concerned about the task at hand, which is the implementation of Education 5.0. Conclusion: The high intensity scores of educators’ concern at the personal and collaboration stages suggest that educators are more worried about how Education 5.0 adoption would affect them personally and also their significant others, students being part of this group. It is expected of educators to be concerned about how their students will be affected because students are part of lecturers’ most valued clients.

Brief Report: Measuring Curriculum Implementation

2009 ◽  
Vol 40 (4) ◽  
pp. 355-362 ◽  
Author(s):  
Mary Ann Huntley
Keyword(s):  
Student Learning ◽  
Classroom Practice ◽  
Middle Grades ◽  
Curriculum Implementation ◽  
Fidelity Of Implementation ◽  
Concerns Based Adoption Model ◽  
Mathematics Curricula ◽  
Adoption Model ◽  
Analytical Tools ◽  
Connected Mathematics

Using curriculum-specific tools for measuring fidelity of implementation is an essential yet often overlooked aspect of examining relationships among textbooks, teaching, and student learning. This “Brief Report” describes the variety of ways that curriculum implementation is measured and argues that there is an urgent need to develop curriculum-sensitive tools for analyzing classroom practice. The report outlines the use of the Concerns-Based Adoption Model (CBAM) theory to develop analytical tools for measuring implementation of two middle-grades reform mathematics curricula: Connected Mathematics and MathThematics. The report also presents next steps in this program of research.

Sign in / Sign up

Export Citation Format

Share Document