Assessing Concerns of Algebra Teachers During a Curriculum Reform: A Constructivist Approach
Document Type
Article
Publication Date
1998
Publication Title
Journal of In-Service Education
DOI
https://doi.org/10.1080/13674589800200043
ISSN
1941-5265
Abstract
This study describes a statewide in-service program to retrain algebra teachers to implement a new curriculum for all students and how concerns of the teachers changed after a year. The purpose is to evaluate strengths and weaknesses of the project that will be of value to other reform efforts. Data were collected using the Stages of Concern Questionnaire designed to measure seven stages of concern in the Concerns Based Adoption Model for implementing a curriculum reform. Results are discussed within a broader framework of a three-phase constructivist model for in-service projects. The findings emphasize the need for longer programs with stronger implementation phases to focus teachers on student learning outcomes for instructional reform to become a reality
Recommended Citation
Crawford, Ann R., Gregory Chamblee, Russell J. Rowlett.
1998.
"Assessing Concerns of Algebra Teachers During a Curriculum Reform: A Constructivist Approach."
Journal of In-Service Education, 24 (2): 317-327.
doi: https://doi.org/10.1080/13674589800200043
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/40
