scholarly journals West Virginia Education Information System users' concerns as measured by the Stages of Concern Questionnaire

1999 ◽  
Author(s):  
Toni Lynne DeVore
Keyword(s):  
Information System ◽  
West Virginia ◽  
Stages Of Concern ◽  
Stages Of Concern Questionnaire

Adapting: A Study of Implementing Adaptive Personalized Instruction, Innovation, and Technology From an Instructor’s Perspective

2020 ◽  
Vol 78 (1) ◽  
Author(s):  
Dustin Duren ◽  
Todd Estel Layne ◽  
Niki Bray ◽  
Carol Irwin
Keyword(s):  
Adaptive Learning ◽  
Curriculum And Instruction ◽  
Approaches To Learning ◽  
Stages Of Concern ◽  
Future Research ◽  
Learning Needs ◽  
Personalized Instruction ◽  
Stages Of Concern Questionnaire ◽  
Levels Of Use ◽  
Innovation And Technology

As time transforms education, methodology also needs to adapt to course instruction. However, instructors face a challenge to be effective while meeting each student’s learning needs. One such need for students today is the implementation of technological approaches to learning. The purpose of this study was to determine the perceptions of a new instructor in higher education of implementing adaptive learning into their coursework, curriculum, and instruction. Data were collected quantitatively through the Stages of Concern Questionnaire, which showed the participant’s concerns about the implementation of adaptive learning. Qualitative data were collected via interviews with the participant that followed the Levels of Use protocol. The interviews allowed the participant to provide their views and beliefs about adaptive learning. Results show the participant was curious and interested in learning more about adaptive learning and its benefit in their classroom. Future research should focus on how universities can develop approaches to help faculty effectively learn and implement new instructional strategies.

scholarly journals SRI LANKAN TEACHERS’ CONCERNS TOWARDS IMPLEMENTATION OF CURRICULUM REFORMS IN THE COMPETENCY BASED CURRICULUM REFORMS

2021 ◽  
pp. 1-18
Author(s):  
FAREED MOHAMED NAWASTHEEN
Keyword(s):  
Sri Lanka ◽  
Stages Of Concern ◽  
School Curriculum ◽  
Sri Lankan ◽  
Stages Of Concern Questionnaire ◽  
Levels Of Use ◽  
Concern Based Adoption Model ◽  
Competency Based ◽  
Curriculum Reforms ◽  
Innovation Configuration

This study was carried out in the period of 2010-2015 when the new changes were implemented in the Sri Lankan school curriculum. The purpose of this study was to evaluate teachers’ concerns over the implementation of 5E model under the modernised the competency-based curriculum reforms for geography in Sri Lanka. The Concern based adoption Model (CBAM) was employed as theoretical and conceptual framework underlying the study. The respondents for quantitative approach on Stages of Concern (SoC) consisted of 311 geography teachers from secondary schools in Kalutara district, Sri Lanka. A total of nine (9) geography teachers who has shown their high concerns in the survey was selected for the qualitative methods on Levels of Use (LoU) and Innovation Configuration (IC). The study used adapted instruments such as Stages of Concern Questionnaire (SoCQ), basic interview protocol and innovation configuration map from the actual instruments of CBAM. The findings from analysis of SoCQ showed teachers remained at the initial SoC over the implementation of the 5E model. The results from the interviews revealed that geography teachers overall use of the innovation ranged from LoU II-preparation to LoU IVA- routine, whilst many remained at LoU II- preparation. The classroom observations showed that many teachers did not reach acceptable level of teaching in using the 5E model. The study suggested several intervening strategies to take geography teachers to the higher SoC and LoU as well as motivate teachers to practice at the ideal level of teaching using the 5E model. The results of the study are significant at a time when there is a greater attention on introducing new curriculum reforms in the country. In an any curricular reforms, teachers should be given greater attention as they are the main agents of implementation. There should be a continuous evaluation on the teachers’ responses to the implementation of curriculum reforms using a good model like CBAM.

Change Facilitator Stages of Concern Questionnaire

1991 ◽  
Author(s):  
Gene E. Hall ◽  
Beulah W. Newlove ◽  
Archie A. George ◽  
William L. Rutherford ◽  
Shirley M. Hord
Keyword(s):  
Stages Of Concern ◽  
Stages Of Concern Questionnaire ◽  
Change Facilitator

scholarly journals Using the Stages of Concern Questionnaire to Ensure Professional Development with Teachers and Teacher Candidates

2017 ◽  
Vol 2 (4) ◽  
pp. 50 ◽  
Author(s):  
Morgan B. Bullard ◽  
Chayla D. Rutledge ◽  
Patricia Kohler-Evans
Keyword(s):  
Professional Development ◽  
Secondary Students ◽  
Teacher Candidates ◽  
Stages Of Concern ◽  
Service Level ◽  
Instructional Interventions ◽  
Concerns Based Adoption Model ◽  
Stages Of Concern Questionnaire ◽  
Daunting Task ◽  
Analysis Of Results

Classroom instruction is highly influenced by the quality of the professional development that teachers and teacher candidates receive. Instructional interventions at the classroom level must be research-based, and working with teachers and teacher candidates to implement interventions effectively is a daunting task. One way to help ensure professional development is effective involves gauging teachers’ and teacher candidates’ concerns, using the Stages of Concern Questionnaire (SOCQ) from the Concerns Based Adoption Model (CBAM). In the current study, teacher candidates received professional development at the pre-service level, and teachers received the same professional development at the in-service level. Both groups were taught specific interventions designed to target middle and secondary students using the Strategic Instruction Model Content Enhancement Routines. The SOCQ was administered prior to and following a professional development series that spanned several months. An analysis of results indicated that professional development is effective in reducing concern in both teachers and teacher candidates. Teachers and teacher candidates overall shared similar concerns on some areas yet were different in their levels of concern in other areas. The researchers suggest possible interpretations for the similarities and differences in results and offer areas for future study.

scholarly journals 1359. Utilization of West Virginia Pediatric Medicaid Claims Data to Guide Outpatient Antimicrobial Stewardship Interventions

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S691-S691
Author(s):  
Jacob T Kilgore ◽  
Mariana M Lanata Piazzon ◽  
Jonathan M Willis ◽  
Joseph Evans ◽  
Michael J Smith
Keyword(s):  
Information System ◽  
Geographic Information System ◽  
West Virginia ◽  
Pediatric Patients ◽  
Antibiotic Use ◽  
Gis Mapping ◽  
Oral Antibiotic ◽  
Research Support ◽  
Prescription Rates ◽  
Race Ethnicity

Abstract Background Antimicrobial resistance is a significant public health risk with overuse and misuse of antibiotics as primary drivers. West Virginia (WV) leads the nation in per capita prescribing in the outpatient setting, where the majority of antibiotic use occurs. Methods We analyzed outpatient pharmacy and medical claims for WV Medicaid recipients age < 20 years from 1/1/2018 – 12/31/2019. Dental claims were excluded. Oral antibiotics were identified using National Drug Codes (NDCs). Key demographic variables extracted from the claims include patient age (as of December 31st of that calendar year [CY]), sex, race, ethnicity, Medicaid region, place of medical service, provider, and cost. Rates of prescribing were calculated as the number of prescriptions per 1,000 children and stratified by age, race/ethnicity, sex, and WV Medicaid region. We used geographic information system (GIS) mapping to depict geographic variation in prescribing by county. Oral antibiotic prescriptions were compared across CY 2018 and 2019 including spectrum of antibiotic coverage. Results In CY 2018, 204,576 pediatric patients received 237,759 antibiotics (1,162 prescriptions/1,000 children). In 2019, 201,520 pediatric patients received 227,440 antibiotics (1,129 prescriptions/1,000 children). Prescription rates were higher among females, Caucasians and a younger (0-2) age group (Table 1). Antibiotics were more commonly prescribed by non-physician (e.g. nurse practitioner, etc.), non-pediatric specialty providers. Amoxicillin, cefdinir, and azithromycin were the most commonly prescribed antibiotics across CYs. Table 2 summarizes commonly prescribed antibiotics and their associated cost. Medicaid region 4 encompassed the highest prescription rates. Figure 1 is a GIS map of prescription rates by WV county. Table 1. West Virginia pediatric (0 – 19 years*) Medicaid patient population demographic summary by calendar year (CY). Table 2. Oral antibiotic prescription review including cost, CY 2018-2019. Figure 1. Geographic information system (GIS) mapping of prescriptions per 1,000 children by WV county. Conclusion There is significant variation in antibiotic prescribing across WV. Potential areas of stewardship intervention should focus on non-physician, non-pediatric providers in Medicaid Region 4, the southern and arguably most rural portion of the state. Secondary analysis revealed an alarmingly high total number of broad-spectrum antibiotic use compared to narrow-spectrum. Further data analysis will examine diagnosis-specific prescription practices within this population. Disclosures Michael J. Smith, MD, MSC.E, Kentucky Medicaid (Grant/Research Support)Merck (Grant/Research Support)

scholarly journals Psychological Skills Training: A Qualitative Study of Singapore Coaches

2004 ◽  
Vol 10 (1) ◽  
pp. 37-47
Author(s):  
Ian R. HASLAM
Keyword(s):  
Public Schools ◽  
Qualitative Study ◽  
Survey Data ◽  
Stages Of Concern ◽  
Skills Training ◽  
Psychological Skills ◽  
Psychological Skills Training ◽  
Stages Of Concern Questionnaire ◽  
Local Schools ◽  
Negative Effect

LANGUAGE NOTE | Document text in English; abstract also in Chinese.This is a qualitative study of the concerns that Singapore secondary school coaches have with psychological skills training (PST). Two hundred and three coaches were asked to complete the Stages of Concern Questionnaire. The coaches were categorized into four coaching levels. The survey data demonstrated high levels of informational and personal concerns of the lower level coaches and high consequence concerns for the club level and national youth coaches. A group of four coaches, one from each level of coaching agreed to be interviewed in connection with the study. The interview questions were based on an analysis of the survey data. Results of the study revealed three dominant lines of discourse which went beyond the use of PST in schools and which appeared to be systemic concerns about teaching physical education and coaching in public schools. These included issues were closely aligned to existing concepts prevalent in the professional socialisation literature including marginality, isolation and wash-out. It was considered that these concerns would have a negative effect on the likelihood of coaches introducing PST in local schools.本文嘗試探討星加坡中學體育敎練的心理技能訓練，203位敎練接受訪問，結果發現專業的社會化過程可能會影嚮敎練人員的心理技能訓練。

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