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

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.

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

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.

LEVEL OF TEACHERS’ CONCERNS IN THE IMPLEMENTATION OF CEFR (THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES)

The Common European of Framework Reference (CEFR) is a standardized measurement recognized by western countries to evaluate English proficiency. Unsatisfactory English level among student should be elevated. Hence, CEFR is being implemented simultaneously throughout Malaysia since 2017 for Year one and Year two students. Each English teacher must be prepared to accept any change in order to manage the changes efficiently and effectively as they are the "implementing group" to commence the change. This study was conducted to examine the level of English language teachers' attitudes towards the implementation of CEFR in Bangsar Pudu, Federal Territory of Kuala Lumpur by using survey research. This study adopted the Concern Based Adoptance Model (CBAM) as a theoretical framework. The data were collected from 205 English teachers from 101 schools using questionnaires on Stages of Concern Questionnaire (SoCQ) based on the CBAM model. Through ANOVA One-way analysis, there was a significant difference between teacher concerns in the teaching experience more than 30 years in CEFR compared to other teachers. However, there is no significant difference in the academic level of English teachers. The findings of this study are believed to help the Ministry of Education to identify and improve the implementation of CEFR curriculum.

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

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.

Psychological Skills Training: A Qualitative Study of Singapore Coaches

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。

Preparing Teachers to Educate Students with Severe Disabilities in Inclusive Settings despite Contextual Constraints

Inclusive education has been advocated for students with severe disabilities based on the least restrictive environment mandate of the Individuals with Disabilities Education Act Amendments of 1997, but remains an obscure practice. Some professional groups assert that preparing teachers to provide inclusive education is the sole responsibility of school districts. Teacher educators in colleges and universities must also assume this responsibility, even when the surrounding communities do not provide exemplars or even support this innovation. This article describes a course intended to prepare special education graduate students to educate students with severe disabilities in inclusive settings. Course methods are guided by the Concerns Based Adoption Model (Hord, Rutherford, Huling-Austin, & Hall, 1987) with emphasis on course participants applying course content in public school settings. Anecdotal data and a pre-/postcourse evaluation using the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1986) suggest that the course effectively contributes to preparing teachers for inclusive education for students with severe disabilities and reduces teacher concerns related to managing this innovation.