Term of Award

Summer 2008

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Curriculum, Foundations, and Reading

Committee Chair

Gregory Chamblee

Committee Member 1

Ming Fang He

Committee Member 2

Sharon Taylor

Committee Member 3

Cordelia Zinskie

Committee Member 3 Email



The purpose of this study was two-fold. The first purpose was to examine the longitudinal concerns of a cohort of high school mathematics teachers in the Northeast Georgia Regional Educational Services Agency (RESA) district about implementation of the Georgia Performance Standards. The second purpose was to explore relationships among their Stages of Concerns profiles, demographic factors, and professional learning experiences provided by institute instructors. The study examined Implementation of Georgia Performance Standards in High School Mathematics as a change innovation using the Concerns-Based Adoption Model. The study utilized a mixed methods timeseries research design. Quantitative data were collected using the Stages of Concern Questionnaire. Qualitative data were collected from the workshop participants using an open-ended question of concern and from the institute instructors using interviews. Results of the quantitative analysis showed participants moving from the information stage to the management stage to the awareness stage. Results are consistent with new users of an innovation whose management concerns are not being met. Individual participants scores at the information stage decreased significantly. Group stages of concern profiles were analyzed based on selected demographic variables. There were no significant differences in mean stages of concern scores among groups of workshop participants categorized by years of teaching experience. Participants who chose a traditional textbook had significantly higher information concerns than participants who chose a reform-based textbook and participants who remained undecided about a textbook choice. Participants who participated in other professional learning activities scored significantly higher on collaboration concerns than did participants who were involved in Math I training only. Qualitative analysis of the open ended question of concern revealed concerns about materials such as textbooks and learning tasks, concerns about time management, concerns about readiness of students for a more rigorous curriculum, and concerns about educational change in general. Analysis of the interview data from institute instructors revealed that instructors awareness of participants concerns was on target and that they were working to address the concerns to the best of their ability. Results of the study were used to make recommendations for further professional development and collaborative efforts for teachers acting as change agents.

Research Data and Supplementary Material