A STUDYOF THELEVELSOFCONCERNSOF ELEMENTARY CLASSROOMTEACHERS REGARDING THE IMPLEMENTATIONOF RESOURCE-BASE DLEARNING
by
@Doree n Mary McCa r thy Dwyer, B.A.,B.A. (Ed.)
Athesis submitted to th eSchool ofGradu at e St u d i e s in part ial fulfilme nt of therequir e ments for the degreeof
Mast e r of Edu c a t i o n
Memoria l Un i versi ty of Newfoundland Ja nu a r y 1993
St. John's Newfo undla nd
1+1
Naliona 1library01Canada Biblio1hequenationale oo careoa Acquisitions and Directiondes acquisitionser BibliographiC services Sianch des services bibllOgraphiqoos 395 weJioglooS"el!'t 395.lI/fjWelhngI0ll
~~~~aoo ~r-c:.~Onla'OO)
The author has granted an Irrevocable non-excjuslve licence allowing the National Library of Canada tp.: reproduce, loan, distribute or sell copies of his/herthesis by any means and In any form or format, making thisthesis available toInterested persons.
The author retains ownership of the copyright In his/her thesis.
Neither the thesisnor substantial extracts from it may be printedor otherwise reproduced without his/her permission.
l'suteur a accorde una licence
Irrevocable at non exclusive permettanta
18 Bibliotheque nationale du Canada de reproduire,preter,dlstribuerou vendre des ccples de sa these de quelque manlere et sous quelque forme que ce soit pour mettre des 9xemplaires de cette thesea
la disposition des personnes lnteressees.L'auteur conserve la proprlete du droit d'auteur qui protege sa these. NI la these nl des extrails substantiels de celle-ci ne dolvent etre lmprlmee au autrement reproduits sans son autorisation .
ISBN0-31 5 - B2e.3 B -~
Canada
USTR1r.CT
Th elIIa1n aim ofth isstudy was toaseert a i ntheeoneerns of e raseeeee teaehers regard ing the illlplelllentation of resoure e -basedlearn i nq in Newfoundlandsehool s. Teae her s' thoughts, peree ptio n s and fe a rs regard i nq this in no va t i o n re p r esen t their concerns. Several factors suc h as qender, age, si z e of st ude nt population , acade mi c qualificati onB, date of la&t unive rlity stu dy, teachingexper ienc e and the serv i ces of a full ti me lear n ing resource tea cher we r e st ud i e d to de t ermine if they influ en c ed the int ensity of thes e concerns.The attit udeof principals , learn i ng resource te a chers and classroom teache rs ....as al so examined to determin e if differences existed in the le v e l s of these
Thesubject s tor thiSstud y were 277 eIeeeneery (grades 4-8) cla ssrooa te a e hers wh o ....ere employed with th e ROllan Cat h o l i c SchoolBoardtorSt. John'sdur inqthe school year '.1991-9 2. Dat a werereceived from 145 or 52.3 percent of the
samp l e.
The data were gat h ered by using' a self-admi nistered que s t i o n nairewhich cons i s t e d ota mod1fied vers i o nof the Stages of Co nc e r n Qu e sti onnai re, as well as question s designedto gatherdemographic andimp l ementat io ndataabout the subjects. Strati f i c a tio n in t o vari o u s SUb- g ro u ps was ba sed on the relpon.s8s to thes equ e st i on s.
11
Theteachers who respo nd edexpresse d varyingleve lsof intens ity on the seven stages of Concern : Aware n e s s, In for mat i ona l , pe r s o n a l, Man a g ement, Cons e que nc e, Co l laborationand RefocUSing. Themajori tyoftea c h e rs (83.S percent) had their highest le v e l of conc e rn on the self - ori e n t e d concerns - Awareness, In f ormat i o nal , pers ona l and Management. This indicates that these teachers ne e d more general in f or ma ti o n abo u t resource-based learning , wha t i t is, how i t works,wha t wi l l be requiredto implement it and wh atare its long terms effects.
The study found thatgenderwasof minimum significance and did not influencethe concernsof classroomteachers.
Age resulted in dif ferences betwe e n the youngest and oldest classro om teach e r s on theInformat i o na l and Perso na l Stages. Th e results ind ic a t e that the yo u n g e st class room
"teachersexp r essedin t e ns e perscn alconcerns.
The sizeofthestud entpopulationdid no t re sultinany significant diffe ren ces in the inte ns ity of co ncerns. Classroomteachers working wi th sma ll erst ud e n t pop ulat ions ind i c a t e d intens e man a g eri a l concerns,
Ac a d e mi c qualifi ca tio ns re s u l t e d in statisti cally significant di f f er e n e s forcl a s sroo m teacher swithdo c t o r ate de g r e e sbut onlyat the awarenes s level.
The date of la s t un i v ers ity stu d y in the ar ea of educa tionwas of minimumsigni fi cance and di d not in fl uence th e concerns of clas sroomteac hers .
i ii
Th e study fou nd th a t th e less expe rien ce d cla ss room teachersexpressed high levelsofself-orien t ed co nce rns.
Th e servic e s of a full ti mele a r ni ng res ourceteacher resulted in statist i ca l l y signifi c a nt dif fere n ces for classroomteachersbutonly at thein forma t i on a l level.
Th e att itudeof the pr inc i p altowa rd s learn ing resou rc e programs res ul te d in some di f fe ren c es on the fir st thre e stages . The lIIore favo urable th e pr i ncipal' s att itudewas toW'ards le arni ng resourceprogra ms, the lower the int e n si ty of the cl a ss room teachers' conc e r n s .
The attit ude of the lea r ni ng re so ur c e teac he r towards learn ing resource progra ms resultedinsome diff eren c e s on the se LfeozLen ted st a ge s. Cla s s r oom teacher sworki ngwi th the learning resourc e teac her with the most favou r able atti tude towards learn ing reso urce program s had resol v e d theirself- orientedconcernsand had now reach edthe taskand impact levels.
The attitude of classroom teachers towards learning res ourceprograms resultedin differen ces in theint en si t y of Classroom teachers with favourable atti tudes towards learning resource programs exp r e s se d low le ve l s of self-orientedconcerns but highleve lsof imp act con c e rns.
ACKNOWLE DGEMENTS
This study could not have be e n completed wi t h o u t the ass istanceand cooperationof a la r genumbe r of individual s. The author expre sses sincere gratitude to all those who helpe din anyway.
Apprec i a t i on is expressed to Ms. Ger ald ine Roe, the Associate Superintendentof the Curr iculum an d Instruction Divisionof the Roman Catho licSchool Boardfor St . John's for granting perm ission todo th i s stU d y.
The aut ho r is indebted to the elementary cla s s room teachers and principa lswho found ti me to assist with the collection of thedata forthis study.
Asinc e r e thank you is extended to my advisor .Dr. Frank Cr amm,wh o se suggest i onsand guid a ncewere invaluableinth e de s i9n, conduc tir,;)"and reportingof this st udy. Thanks are extendedaswel l tothe examiningcommitt ee.
A very special thank you goe s to Gail Quin l a n and Michelle Sha pte r for th e i rva l u abl e service.
TABLE OFCO~TENTS
CHAPTER PAGE
l. BACKGROUNDTO THESTUDY
New Dellla nds in Educa tion ... . . .. . ..•. ... . . ... . 4 New chal lenge s CorClassroomTeachers
Purpos e of the Study •.•. . ... ...•..
Des cr i pt i o n ofthe St ud y Li mita tionsof the Stud y Outli n e of th eTh esis
II. REVIEWOFTHE: LI TE RATURE ResourcQ-Based Lea r ni n g
10 II II
I l
"
The Concerns- Based Adopti o nHod el ... 20 Staf f Oevelop..en t •.. •.. ... ...•.. .. ]9 Summary ..•... • •..•.•.. •. .• • • • • .... . .... 41
III. THEDES I GNOF THE STUDY
"
Sta tPlIs ntof Pr o b lelll •..• •• . ..• . .• ••..• ... .. 42 Selectio nofSu bj e c t s ••... ....• . • ... . . .•..4~ Ir,:otrulllent at i on ... •... • ...• • •.• •..•... ... 47 Ad.. inlltra t i onof Questi on n a i re •. .• . .• . . . .... . 50 TreatmentofDat a , ..••... •... . 52 Summary•• •..• •... . , ,... ... 65
vr
CHAPTER
IV, THE R1.:SUL TS OF THE INVES T IGATION. Questio n1 ,.
Ouestion2.. Questio n 3 Question 4 Que sti o n5 Question6 Qu es tio n1 Question6 Question9••
Questi on 10 Question11.,.. Summary. . . ..
V. SUMMARY.CONCLUSIONS1r.NDIMPLICATIONS••
Th e Study.. ..• .. .. ... • . .. Discussion of the Results....
PAGE ...66 . ..66 .. .... ...71 ..74 .•• 74 ...•.11
.. . so ...83 .., .•88 ...90
•••94 ..10 3 ....108
. ...109 ..• •110 ...111 Implica t i ons... ... •... ..•.. .. .. . ... ..121 Ref erences ..•...•... ..••...•.... ....•...•. ...125
APPENDIXA: INTRODUCTORY LETTERAND SURVEYINSTRUMENT.•130 APPENDIXB: LETTERS TO PRINCIPALS •••••.•••.••..•.•••• ••142 AP PENDIXC: CONCERNS STATEMENTSBYST AGEOFCONCERN ••••145 APPENDIX D: RAW SCORE TO PERCENTILECONVERSION CHART•••149
vii
72
75 TABLE
L1 ST
or
TABLESPAGE
·Peak-concerns of te a c he r s regarding the imp l e ment atio n of resource-basedlearning 68 Resul ts oft.-eeeueon intensityof concerns
ofmale and female te a c h e r s.. . Resul tsof oneway anal ysisof variance on
intensityof concernsof classroom teachers of diff e re ntage groups ..
Results of oneway analysis of variance on intens ity of concerns of cla s s r oo m teachers in vario us siz e sof student pop u l ations ... .".. 78 Resul tsof onaway analysisof va r i anc e on
intens ityof concerns of classroom teachers withvarious academic qual if i c a t ion s .. ..6 Res ul ts of onewa yanaly si s ofvaria nce on
inte nsi tyof conc e rns ofcl a s s roo mte a c he r s who have rece nt l ycomp l e t e d universitystudy in thearea of educa tionandthosewh o have
.... 81
not .•.. .... . .... .. •.. .•...•.• ..,•... ., ..84 Res u Lts of one wayanalysis ofvarianceon
intensi ty ofco nc e rnsof cla s sro o m teachers withvarious years of teachingexperie nce ...,.• 86
viii
TABLE PAGE
Resultsof t-tests on intensityofco nce r n s of classroom teachers who have tbe services of a full timelearning resource 'teacher and those who do not .... • .. ... . ... ... . . . .. 91 Doscriptive statisticsfor Stages 0 through
6 broken down by rating of principals'
attitudestowards reso urcebased learning 95 10 Descriptivestatistics for Stages a through
6 broken downby ratingof learningresource t.eecnc cs' attitudes
11 Descriptive statistics for Stages 0 through 6 broken down by ratingof classroom teachers' attitudes towards resource-based
.. 100
learning .... . ... .•.. . . ... . ... . . . . ... .• 105
ix
LIST OF FIGURES
FIGURE
The Concerns-Based Adoption Model Cooperative Plann ingandTe a c h i ng Critical
Components .
EFFECTIVEModel for Planning Resource-Based Learning
PAGE
22
27
,•.• 28
Stages of Concern 31
Stages of Concern: Typical Expressions of Concern about the Innovation .•... 33 Hypothesized developmentof Stages of Concern 34
Levels of Use of the Innovation 38
Percentile mean scores of the concerns of teachers regarding the implementation
of resource-basedlearning .... .••... .. .. . .. . 70 Percent;l::l mean scores of the concerns of male
and femalete a c h e r s regarding the
implementation of resource-based learning 7J 10 Percentile mean scores of the concerns of
teachers of different age groups regarding the implementationof resource-based
learning •.• • . .•••.•.. •. . . ..• .•. . ... . •• . .. . .• . . 16
FIGURE PAGE
11 Percentile mean scoresof the concerns of ceecnecsIIh" work with va r ious sizes of studentpopulat ionsregarding the
imp l e me nt a t i o n of resource -basedlearning. 79 12 Percentile mean scoresof theconcerns of
teacherswith various academic qual if ications regardingthe
implementationof resource-based learning 82 13 Percentilemean scores of the concernsof
teach ers,who have recent l ycompleted universit y study in the area of educationand those who have not, regardingthe implementationof
reeource-based le a r ni n g••. •.. • ... ... . •. ..• . . . 8S 14 Percentilemeanscoresof the concerns of
teacherswith variousyears of teaching experience regardingthe
implementation of resource-basedle a r n i ng ... 89 15 Percen tilemean scores of theconcerns of
teachers, who haveth'_ servicesof a full time learningresource teacher and th o se whodo not. regardingtheimp l e ment a t i o n ofresource-basedlea r n i n g ••. . ... .. .. .., 92
xi
FIGURE
16 Percentil"mean scores of the concerns of teachers who work with a princ ipalwho has a favourabl eattitude (acc o r di ng to certain criteria ltowa rd s reso urce-based
PAGE
le a r n i n g.... ..•...•.•... .. . . .. ...••. . . .. .97 11 Percentile me a n scores of the concerns of
teachers who work with a lear ningresource teacher (LRT ) who has a favourableat t itude (accordingto certaincriter ia )towards resource-based le a r n ing "..•.102 18 Percentilemeansce r e s ofth e concer nsof
teachers who ha v a a favourableattitude (FA) (a c c o r d i ng to cer taincriter ia)
towards resource-based learning .. , . . . .. ,.•.. 101
xii
ChapterI
BACKGROUND TOTHESTUDY
"Ou r societyreg ards educ at i on as a mean s of prep a r i ng ea c hgen e r a t i on forprod uc t i v e and effectiveli v i ng" (Davis , 1969, p. 4). This sta tement continues to have valid ity; howe ver, adv an c e s in te c hno l o gy rapidlychange the natureof so c i ety and as a result theed u c a tiona l goals of the pres e n t hav e tobe differentfromthOse of the pa st if we are to pre p are stud en ts for pa r t i cipati o n in today's info rmatio n- ric h society.
Lie s e ner (1985 ) says today'syouthface an in fo r mat io n revolutio n anddescribes thisrev o lutio n in the follo....ing passage:
Modern soc i ety is undergoing profound tech nologicaland social changes brought about by what has been called the in f o r ma tio n revolution. This revolution is characterized by explosive dev e l o p men ts in electronio technologies and by their integrationinto complex informationsystems that span the globe. The impacts of this revolution affect individuals, in s t itut i on s and gover nme nts - alteringwhat theydo, how theydo it and how they re late to one another. If ind ivid ua l s are to thri ve economically and socia l l yina world that will be sh .\pedtoa large degree by thesetechnological developments, they mustadap t through educatio nandtraining. (p.6) FOCU5 on Le arn i n g ' AnIn t e g rate d prqgram Model for AlbermSchQQlI,j b r a r1 f6 (Alberta Education, 198 5 ) describes the wo r l d facedby today' syouthas follows:
These studentslivein a world fuelledbychange.
Aworld of science-f ictio n pr e di c tions cometrue an dca tc h - ph rase real i t i es. Med iums havebecome messages. Th e wo r l d, aglob al vil l ag e , wi t h the ha u n t i ng face of theTh i r d Wo r l dfami nejuxtaposed alongside the ba n a lit ies of telev is i on si t uat i on come dies. Fu tu r e shock jol ts us daily as c..e te c hn ologyof our in fo r mat i o n soci ety ra c es ahead ofkno wledge andwisdom. Ip.1)
Nai abett in~sug g e s t sthat "weare mo vi nginto a worldthat will beinformationrichbut al so a wo r ldwhich may be kno wledge poor becauseci t i z ens will no t be ableto handlein fo rma tion ef f e c t i v e ly" (citedin Hayco c k , 1985a, p. 33).
Na i s b e tt further states ou r socie t y is "drowning in inf o rmat i on but st a rved for knowledge. " Students need inf ormat i o n "do wnp ro of i ng." The y mus t ac quire ski ll s that will help th e m find, int erp r et, synt he s ize meani ng fu l message s - "mes sage s that. are buried in a flood of uncontrolled , unorganized information" (cit e d in Albe r t a Education ,1985 , p. 2).
BrownandKe nn edy (1 98 6 ) believethat"s t ud e nt s need to knowhow toacc essthe information tha t isbombard ing the m;
they mus t learn howto sele c t, eva l ua t e and utili z e that information" (p, 4). Students mus t le a r n howto manage in f o r mat i on in or de r to become independen t learners and problemso l v e r s . Toachieve this instruction in in fo r ma t ion management, skills must be broadand morepr o c e s sor i e n t e d.
Focus must go beyondlocational skillsand-c o r recc answers"
andmo r e to "s t r a t e gie s that will help students to develo p in s i g h t and facilityin structuri ngsuccessfu lapproachesto
solvi ng the i r info rmational ne eds." (Mancall, Aaron and Walke r, 1986, p. 199).
Ha yco ck (1985 a) describe s the importance of handli ng informationeff e c t i v e l ywith this passage:
Helping youngsters deve l op a commi tment to inform al decision·making, th r o ug h the ab il i t y to loc at e, pr ocessand use informat i on ef fectively, is go ing to be cri tica l to the continua t ionof democra tic societies and to technologica l achieveme nt. (p. 33)
Marland (1 987) says ftindiv i d u a ls have an inc reasingneed to be abl e to find thi ng s out; never befo r e have lives depended so mu c h on the ability to handle information succ e s s f u lly" (p. 91. Student s, therefore, nee d to"s e erch put what th ey requi r e , toassess it crit i call Y, to ex am i ne the id e a s and fact s offe r e d and the n to make useof the
find i ng s~ (p. 9). This -learn i ngtolearn- whi c hbeg i ns at
school. continues chro ugho u t ad ul t life. I t is the res pons ibility of the schooltohelp itsstud en tscope with learni ng.
No rris (198 5) point s ou t that ·stude nts nee dmo r ethan the abilit y tohe be t t e r observers; the ymus t knowhowto apply everything they already kno.... and fe el, co evaluate the i r own thinking and especia llytoch an ge theirbehaviour asa result of thinkingcrit icall y~ (p, 43).
There is node nying that the age of technologyis upon us and that it permeate s nearly everyphase of our daily live s. In this ra pidl y chan ging world it is be comi ng apparent that peop le mayhav e to retrainsevera l times in
their lifetime. Therefore, "it is incumbent uponte a c he r s that they help students develop the skills of le a rning "
(Sawtell, 1982,p . 102 )..
While it is true that school libraries have al ways ins p i r e dafew studentsto life-l ongindependent learning, an occasionalrandomsuccessis justnot goodenoughfortoday. Fast(~!:l 761 says"t he futurewi llre q u i r e almost eve ryo neto possessthi s tal e nt for self- di rect knowledge" {p,23 ) .She furthersuggest s th a t :
The educated person should have a thirst for kn owle d ge. He/She shouldbemotivated to keep on learni ngthroughout a l i fetime. In a changing society,thismeansthat people mustlearn"how to learn" becausenew knowl e d ge is being constantly createdby the currentof change. (P.21)
New Demands in Educ ation
Si n ce theinformati onworld is ch a racterizedbyconstant change, the cur r i cula and prog rams developed to teach managem e nt of that wor ld must face con t in ued revision.
Tod ay's edu c a t ional sys tem is responsible :or develo pi ng those sk i ll s that wi ll lead to life-long lea rning. To effect i vel y de velop such skills cu rricu lumplanners now emphasiz ethe use of reso u rc e -based learni n g.
Pa rtnersin Action (1962), adocumen t fromthe On tario Ministry of Education , de fi ne s resou rce -b ased learningas
"plannededucationalprogramsthatactivelyinvo lvestudents in themeaning fu luse of awi d e range ofappr opr i a t epri nt ,
non prin t and human res o urc Ols · {p, 7).
[ea rn!og to Iearn (199 1), a document from th e Newfou ndl a nd De par t men t of Educ ation, state stha t :
The _ai n goal of resource-based le a r n i ng is to provide the oppor tunity for all st ude n ts to deve l op independen t le a r nin g ski ll s , in con j unctionwith the acqu i siti o n of a basic body of knowledge which will enable them to beco me l ife-lo n glear n ers. Fu ll atta inment ofthis goal will req ui r e that re sourc e-ba s e d learnin g be implem ent ed in ever y classroo m in the provi nce.
(Fo rwa rd)
Hayc ock (198 1)st at e s that due to cha n g i ng en vironment s andthe informationexplos i on, "i nst ruct ion nowce n ter s more on the pro ce s sof le ar ni ng its e l fth a non su b ject con te nt·
(p. 4). I tisbe c omi ngfar more iIIlpo rta nt tha t the stude n t und er stand s the -factors whic h contribut e to a given situa t i onthanto memorize data describing it- (p. 41.
Go odl ad (1983)contendstha t schoole must con fron t:
The nee dto invo lvestud e n ts ina var ietyof way s of thinki ng , to introduce s tu de nt ll to concept s and not jus t fact8, topro v i de si tua t i ons that provoke and evokecuriosity, todevelop persona l standar ds of work and en8ure the sati sf a ct i on of me eting thelll, to de v elop appreci a t ion of othe rs thro ugh co op erat ive endeavou r s,to be co nc e r ne dabo u t the trai t s of 1II1nd and chara cter fo stere d in th e schools and so on. (p. 19)
Foc us on Learning' lin Inte g r a t e d Program Mod el for Alberta School Lih r a r i es (AlbertaEduca tion, 1985) states that a lear n in greeo uxeecentreprogram :
Wid e n s, de ep e ns and pe rso nal izes le arning by involving st uden tsin the pl anned and pu rpo seful UBe of re sourc e s. This res our c e utilization is designed to assist thelllto grow inth e ir ability to find,gen erate,evalu a t e andappl y information.
The s e inf or mat ion skill s will, in tur n, pr e p ar e
stud e nts to functioneffectively as individuals and full participantsof society. (p. 3)
This do c ume n t further states that "if schools build on a foundation ofbas i c survival skills,st ud e nt s will be better preparedto progress. Stl;dents will be readyto learn ho .... to anticipate, how to imaginealternatives and how to engag ein la te r a l and holistic thinkingM (p. 2). Schools need to teach these cr i t i c al thinking sk i l l s if studentsar e to meet the future with cont'idence and hope. At the heart ot: the schoo ls' goals are student outcomes - Mth e s e things that Gt ud e n t s should be able to know, feel,do or think i f th e y are to take a fullparticipatory ro l e in ece recv- {p, 2).
"Lea r n i n g how to learn" is one of th e most fundamental of these student outcomes.
Beswick notes certainaspectsof modern society which de man dth e useof resource -basedlearning:
(1) The r eis more emphasi s on conceptsthanon facts, since we cannot poss i bly know all the factu a l inf orm atio nin our in f orm a tion- richsocie~y . (2) The knowled ge exp losi on mean s that th e r e is a
tre mendou s amount ofnew knowled ge bei ng gener ated ea c h ye ar. A pri meobjec t i ve of ed uca tion is to hel p lea rne rsat tainresear ch ski ll s so that th e y can effe ctivelyandef ficie n t lyaccess themas s ive amour."3 of informat i o n.
(3) The rap id changes thatta ke pla c e meansthatthere are al wa y s new knowledge and ski lls to lea r n.
Lear n i ng will notce asewhenwe finishsch oo l but we must be skilled at learning throughou t our li v e s - the "life~lonqeeucetrcn- concep t. (4) Autho rity is qu e s t i o n e d today as never before,
which means tha t students are le s s likely to ac ce p t without que s t io n what the y are toldw th ey need to be given oppo rtunities to discover for
themselvec.
(S) Individual diffe re ncesareimp~kantand there is increasing awareness and sensit i vity to thes e differences .
(6 ) The masll communications medi a such as television means that students arrive at schoo l already possessingconsiderablegeneral knowled ge. OJ New technologies for independent, individualized
instruction make i t possible tooff e r resource- based learning as never before. (cited in NewfoundlandDepartmentof Education, 199 2, p.5) In summary , st ud e nts ne e d to know what informationis available, how to locate it and mc st;importantlyhow to use it effectively.
New Challengesfor erassroomTe a c h e r s
Teaching has lo n g bee n seen as a complex process, requiri ng atten tion to the individual le a r n e r and his/her needs. -Good te a c h i n g is re c og niz ed as the successfu l mat c h i ng of individual le a r n e r s of varied ab i l i ti e s wit h experience smost likely toeffect in themdesir edchangesin thinking andbehaviour. Lea r n ing hasrep laced teachingasa the centr e of instru ctionalplanning- (Branscombe , 1978, p.
297).
Resource-based le a rn i ng places the teac h er in a new role. Te aching canno longer be li mitedto oneloc a t ion or setting. In s t e a d , teac h ers use a varie ty of resources in different forma ts; they work togetherwith oth er teachers (inc luding the le arning resou r c e te ache r i f one 1s
avail ab le) , andth ey become fa ci l itator s of lea rn ingrathe r than the solesourceof knowl e dg e.
Re s ource-ba sedlearningrequire s"cooperat i ve l y pl a nni ng learni ng ex p e r i e nces bas ed on prec i s el y stated objec tive s whic h arefo r mul a t edtomeetthlOllearni ng nee dsand loarn i ng stylesof in divi du alstude n t s"(Brown, 1986, pp. 12-13).Th is car efu lpla n ni ngof ins tru c t ionbased onind i v id ual ne eds is a profes s iona l innov a tive roleforceechec e . It will not be suc c e ss fu l lyimpleme nt ed,un lessth e cla ssroo m te acher has"8 '.favoura bleandcoop e rati v e att itUdetoward s i tandis willing toacc ep t innovationand impro v emen t " (Kl ei n, 1972, pp.56- 57)•
Purpos e of the Study
Con side r a b l e dema nds are plac ed on teacher s with the in trod uc tio n of resource-ba sed lea rni ng. Br o wn (1988) suggests that in llIany classrooms it means ·c h a ngi ng the ver y na t ur eof teach ingtome e t theexp e c t a tion s fortea chi ngas exempl i f i ed inlearning resourceprograms" (p.12)
When suc hnew and innovativepractices ar e introdu ced, i t is imp o r t an t to recognize the concerns of classro om eeee ne e e foraB Blair (1978) stat e s Mmu ch of theau cc e a aof a qu al ityresource centre program wi l l be contingenton the teachers' recept iveness to th es eid e a s"(p. 98),
The degree to whi ch teache rs are re c e p ti ve will be
related to their level of concerns. The concept of concern has been defined as:
The composite representation of th e feelings, preoccupation,th ough t and consideration givento a particular issue or task is called concern.
Depending on our personal make-up, knowledge and experiences, ee ch person perceives and mentally contends with the given issue different ly; thus there are different kindsof concerns. Theis s ue may be interpreted as an outsidethr e a t to one's well being. or i t may be seen as rewarding. There may be an overwhelming feeling of confusion and lack of informationabout what~it" is. There may be ru mina t i o ns about the effects. The demand to ccneieec theis s u e may be sel f - i mp o s e d in the form of a goal or objective that we wish to reach, or the pr e s s u r e that reaultsin inc reasedattention to the issuemayhe external. Inresponse to the demand, our minds may explore ways, means, potential barriers, possible actions, risks and rewards in relationto the demand. All in all, the mental activity composed of questioning, ana l yzi ng andreanal yZi ng.consideringalternative ac ti ons and reactions and anticipating consequences is concern. An aroused state of personalfe e li ng s and thought about ademand asi t is percei ved is concern. (Hall. George, &
Rutherford. 1977, p. 5)
The main purpose of this study was to determine the levelsofconcernsof elementaryclassroom te a c h e r sre g a r d i ng the in t rod uctio nof reacuece- baaedlearningin theirschools.
I talso investiga teddifferences that mightexistbet ween the co n c e r n s of elementary classroomteachers based on fa c t ors such as gender, age, student population of the school, academic qualifications of th e teacher. date of last uni v e r s i t y stud y , teaching experience, services of a fu l l time learning resource te a c h e r , attitude of the princi pa l towards resourc e - based le a rn i n g, attitud e of the learning resource teacher to wa r d s resource-basedlearnin glind attitude
10 of classr oom teachers toward s res ource-bas ed learni ng.
Kno wledgeof such co n cern s 1s of great I_p orta nc e to the pr i ncip a l lin d es pe c i a ll y th e le arnin q r ••eu ec e teacher in planningand de8ig nin gin-se rvicepr o g r a..s. The ex pr eued concerns wil l be analyzed toget h e r with i.plelllent ation and demographic data to see if certain fac tors influe nc e the level sof conc e r nsof classroomteache rs .
The sp ecif i c qu estio n s that thi s st udy attempted to ans we r ar e out lined in Chap t e r II I,TheDe sig nof th eSt ud y.
Dn c r ip t l onof theStu d y
The pop ul a tion of this study was the elementa ry era e e r e ceteachersof theROlllanCatho licSchoolBoar dfor5t. Joh n' S duri ng th e Iichool year 199 1- 92. This popula ti on involved th ir ty8choolsand 177tea c hers.
Asurveywhich usedasel f- ad.i ni stered instru lIIentwa s use d to gathe r data for thi s stud y . Each te a cherin the st u dy was gi vena que stionnaire (AppendixA) thatattelll pt e d to determine hi s/her le v el of con cerns regard i ng th e impl ement a ti on of re s o urce-based learn ing in their school s and to ascertain oth er in f o r matir..n about the respondent.
This instrument consisted of two se ct ions : the fir s t, a modifiedversionoftheSta gesof Con c ernQue sti onna ire(Hall et a1., 1977) anda second,which gathereddataabout the respond en ts. The data. collec tedvere usedto an swerth e ques tions posed by thisstu dy.
11 Limi tations of the Study
This study was conducted by surveying the elementary classroomteachersof theRoman CatholicSchool Board for St. John'sduring the winter of19 9 2. Certain delimitationswere 111lposed on theresul t s:
(1) The population that ....as chosen consisted of elementa ryteachers fromthe Roman Catholic School Bo a r dfo r St. John 'sand the results can only be general izedto that population.
(2) Although the elementary teachers ....ere asked to comple te the questionnaires indivi d ually, the r e may have been sceeoo llab ora tio n with a resul ting infl ue nceon the data .
(3) The size of the returnof theque s t i o nn ai r e s was alsoIIli mita t i on .
Out lineof the Thesis
InChap terII ofthisreport, the literatur e rela t e d to re sour c e- b a s ed learning as a philosophy of education is examined. Onemodel of educat iona l cha ng e - the Concerns - Based Adop tionModel(e-BAM)(Hall , Wallace,Jr. &Do s s e t t,
197_~)- will be describedin some detBil since i tfor ms the conceptual base for the assessment of teacher conc ern s as conductedinthi s study.
12 The out li ne of the design of the study will constitute Ch ap t e r III with ade s c r i p t i o nof the samplingprocedure,the inst rume nta tion and the questions to be answe r ed toge t her with a descripti o n of th e ana lysis to be performed on the datato answereachquestion.
InChapte rIV the results of this studyar e describedon aqu e s t i o n by question ba s is .
Asummaryofthe study and a discussion of the results wil l followin Chapter IV, Thischapterwi ll conclude with '. some recommenda tions based upon the re s u l t s and the
impl i c a tio n s ot these results.
13 CHAPTERII
REVIEW OF THE LITERATURE
Reso u r c e-ba sed lear ning offers today' 5 students an opp o r t uni ty ee "learnhow tole a rn"andprepare the mselves for a world ofincre a 8ing knowledq8and eha nq i n gte c hnolo gy.
·Stu d e nts cannot expe ctto lead successfulprodu ct iveli ve s without the abiHty to use information. Thi.s is a basic skill for which the educa ti onal community must ac cep t re sponsibili ty"(Wh i t n e y , 196 6, p. 7). It can be ar g ue d th at ev,uystudent dese r ves th eopportuni tytobecome in f ormat ion literate.
The review of the literature\lill br iefl ydescribethe philosophyof re l ource -basedlearni ng. It wi l ldescribeone theory of educational chanqe- the Co ncer ns-BaaedAdoption Hodel (C-BAMI (Hall at 41.. 19 73) - which focuses on the individu a l as th e fr ame of reference. C-B1r.",developed by resea r c h ers at the University of Texas Research and Development Centre for Te a c her Educ ation, provides one ap p r o a c h which may help th e educ a t i on a l communi t y in the implem entation of eeeeuree-bes e e le ar n inq. Th ree aspec t s of C- B1r.M willbe examine dto seehow learningreso urce teachers can best applythe model to imp leme nt cooperativ e planni n g llnd teamteach i nq. The In no vat ion Confiqura tiondimension defines the innov ati on; the Staqes of Concern dimension
14 addresses howthe classroom teachers"feel" and the Levelsof Us e dim~nsion de sc ri b e s what the classroomteac hers "do· . All three ddmenadcna are concerned with the effectiv e implementationofany educational innovation.
Re sou r ce-Bas ed Learning
The Newfound land Dep a r t ment of Education has a commitmen t to a philosophyofeducation:
(1) which places the st udentatth e centre;
(2) which advocates the provision of lea r n i ng expe r i e nc e s tha t Illest the lear ning needs of indiv i d ua l students;and,
{3 1 which actively involves them in the le a rn i ng process. (Newfoundland Department of Educat ion, 1991 , p,1)
Are s ourc e -ba s e d learning app roach is re commen ded by the dep ar t me n t in fulf i l l i ng thi s commitment. This approac h re q ui res the ef forts of the whole educatior,al commun ity - principals. lea r n ing resource teachers and cl ass room.
ceec b eee .
Are a c ur c e - Besee le a r n i ng app r oa ch has th"! follo wi ng features:
(1) Studentsactivelypa r ti c ipa t e inthe ir le arn i ng ; (2) Le arni n g expe riences
instruc t iona l obj e ct ives ;
planned based on
15 (J) Learningst ra t e g i e s and" skillsare identified and taught within the context ot relevant and meaningfulurid ts ofstudyi
(4) A wide va rie tyof reso urces is used ; (5) Location sforlearning vary;
(6) Teacher s act fac i l itators of learning;
continuously guidi ng, monitoring and evaluating student prog r ess; and
(7 ) Teachersworktogether to implementresource-based le a r nin g across grade leve ls and subjeot areas.
(Newfou nd landOepal':'tment ofEduca t i o n , 1991, p. 3) If a resource-based learning approach is going to be used to prepare students for an information-rich society.
thenthena t ur e ofte a chingin many classrooms must change firs t. Cooperativ e plann ing 10'111 replace is o l a t e d activities . Teachers wi l l use a variety of resources in different formats instead of relyingsolelyon textbooks . Individual ized instructionwill replace group instruction (Br own , 198 8,p, 12). Mathematics will no longer be defined as "computation" but as ·pr o blem solving.II Reading and writin gwill no longer be considered as"ba s i c skills·but as
"t h e actof thinking.II The classroomteacher wi l lno longer be looked upon as "s 8g e on thest a g e " but as "g uid e on the
aide." (Ba r ke r cited in NationalStaffDe v e l opme n t Council,
19 9 3, p. 4) Some classroomteachers ma y be frightened or threatened by suchcha n g e s.
ie
The Role of the Principa l
Inimp l e me n t i n g resource-basedle a r n i ng . the principal is "the key playerin seeing tha t a program is developed, supportedand enhanced" (Ha y c oo k,1985a, p.29). The Ontario document, Partners inAction (1982) .stat es clearly that i t isthe principal "who mustestablishacli mate in the school tor cooperatio n, experimentat ion and growth" (p. I3l. It further st a t es thatthiscl im atemust be one "inwhich new ideas arediscussedand ev a l uat e d and in wh i c h teachersare enc ouraged totakerisks an dtotry new te c hni q u es" (p. 16). The pri ncipal 8mmres that time is se t aside for the classr oomte a chers and the learning resource te ac h e r to cooperatively plan programs . Hen r i (19 67) say s "fle x i b le scheduling and resouroe-ba sed learn i ng go together hand in glove- (p . 10 1. The pr i nc i p a l also providesleadership in th e development of a learni ng skillsplanandensures that the teaching of such ski l ls is a cooperatively planned sequentialprogram fullyintegratedwitholassroom activities (Ont a r i o Ministryot. Education, 1982, pp. 13-14).
Principals must do eve:r:ythi ng in their powerto help olassroomteachers feel comfortable involving the learning re s o u r c et.e a c ner in curriculumplanning, implementationand evaluationactivities. Visitingthe classroomor learning resource centrewhilestudentsareinvolvedin resource-based learning and inquiring in the staff room or hallway how
17 things are goi09 with the new program, wi l lshow classroom teachers that he is interested and committed to reaou rce- ba s e d learning. Brown (1988) argues that "at the school level, the drive for change and improvement must be spea rheadedby the principal- (p. 14). The principa l ' srole of change agentis crucial becausei t rnverve e changingthe attitude of class roomteachers and learningeeso u e c e teache rs towards thele a rni ng resource program.
TheBole of the LearningResourCe Teacher
The learning resource teacher'smajor task is to "work ....lt h classroom teachers to plan,devel opand implement units of study which integcate research and inf orma t i o n skills"
(Hayco ck, 19B5b,p , 10 6 ). This task may requirethe learning resource te a c he r toas s i st inthe classroom or to arrange oppo rtunities for some teachers to obs e r ve in classrooms where resource-based lea rning has successfully been implemented. It is important to involve the classroom '.te a c he r s in the development of the materialsnecessary for
theimplem e nta t i o nof these units of study.
Thiscooperative planni ngprocessmoves the involvement of the le a r ni ng reso urce te a cher "back to the objectives stage, where the focus is on what students are to learn~
(Haycock, 1966, p. 30). Being involved from the very beginning is crucia l to the success fu l imp lementation of
18 resource-basedlearning. Co o p e r a t i v e planning places th e learningresourceteacher inMiluniqueposition to work asa partner with theclassroom teacher, so that the expert in the conte ntto be ta ught (th e classroom teacher) canbe assisted by the expert in the learning re sources (the learning resource teacher)" (Brown, 19 8 8 , pp. 13-14 ) . As partners, the learningre s ou r c e teacners do not is sue di r e ct ion s , but suggest, inform and as k. As partners, theymustmaintain a flexible pr og ram, alwaysWillingto modify it to meet the ne e d s of thee eu u e ne eandthe clas s r oo m teachers(Stripling, 1989, p. 138). As partners, theymust be very patientwi t h
"t h e classroom teachers. always supporting them 1n thi s COMplex process of educational change.
The learningskillsplan enable sthe learningresource teachers to imple ment cha n ge withi n the schoo l. Haycock.
(19B5b) believesthat once the learningskills plan becomes entrenched in the school, it becomes "a foundation for continuing growth and development" (p. 10 7 ). By k.eeping a record of the unitsof study and the relatedlearningskills for each unit, the learn ingresourceteach e rsare bui ld inga permanent school base for resource-based programs. When they le a v e the school,the permanentrecord is left for future use and the new le a rn ing resource teachers do not have to start allover .
Ac cord ing to Clea ver and Taylor (1983 ) , learning resource teachers, as change agents, must initiate and
19
sust a i n workingrelationships with classroomteachers. The pro c ess for achieving this goal ca n be characte rized as delib e r at e and incremental. Wh ile they suggest tha t the pro c e s s may be slow,at le a s t at the beginni ng, th ey claim
"the tr a d e -of f for an unh u r r iedstu d i e d process is this : it works" (p •viii].
The Role of th..Clas sroom Teache rs
Wi th the reso ur ce - b a s e d learning approach, classroom teachers need to see the le arning resourc e centre as a fun damentalpartof the total educat i on system. cooperative cu r ri cu l um planni ngmeans thatthe classroom teachersaccept thele a r n i ng resou rce te a che r as a vital member of the staff . It al so means being willingto sit down with the learni ng resourceteacherand otherteachers and plantoge t he r. Wi t h resource-basedlearning, classroomteachers mustbewilli ng tole t thelearni ngresource teacherbecome activelyinvolved inthewhole instructionalprocess. The learning resource te a c he r cont r i but e s in thefo r mu l a tio n of the educational obj e ct i v e s and assists withthe selection and effective use of materials in the classroom. In reality, the learning re sou r c e te a c he r becomes "an extension of the teacher"
(Bla i r, 1978, p.94).
According toAa r on (1981 ), this is quite a challenge since "some teachers wi ll feel very insecure in this
20 cooperati v e role; the y wlll need cOntinu ing- positive rei nforce me n t- (p. 61) . The s e in s ec uri ti•• co u l d lead to conce rns of var ioul le v e l s. It 1s illlpor t anttobe awareof eneeeconcern sbec a use classroo mtea c he:s pla ysucha vit al rol e in the illlp l eme n t a tion of re s ou rce -ba.ed lea rn i ng'. A.
Pullan (19 82b ) st ates '"educ a t i on a l ch ange depends on whllt te ache r s do and th i nk - it's as simple and as complex 6S that'"(p. 107).
Leithwood(19 6 2 ) believe s "i t isthe cla s s r o o m teacher who possesses thein f o r mat i on (about part i cularstudents in a particular class) nec e ssa r y to make the innovation work.
The decisions of the classroom te a che r w111 determinethe classroom success of the inno v ation" (p. 250). Thi s inf erllul ti o n abo u t particular students is ne c e ss ary when classroo lllteac hersplan le a rni ng exp er ien c e sthatwill lIle et .ind iv i d u a l needs. Si lllllar vie ws are shared by Rut herfo r d (198 6) whostates -theprocessof chang e in sch o ols can notbe stud i e din aJIIe a ni n9 f u i waywi thou t attendi nqto thero le of the teachers - (p. 1). The Concerns -BaudAdoptionModel(C·
BAH) was se lected for thi s study because it is -c l i e nt - centred - and me a s u r e s the le v e l s of concern of cl a s s r oo m tea chersas ed ucatio na l changeis imp l e me n t ed.
Th eCon cerns-B asad Ad op t i o nMod sl
Th e Concerns ·BasedAdopt ionModel(C- BAM) 18 • model of
21 change which describes the stages throughwhich educators move as an innovationcomes into a school. Thismodel traces levels of concerns about an inn o v a t i on from thestages of J..ittle orno knowledgetothepoint at whichthe indi v idual teacher be comesa fluentuser andfinallyan evaluatorof the innovation (Ha l l et 41.. 1973 , p. 2). According to Louc ks (1983l , thismodeldesc r ibesthe changesind i v i dual teachers go through asthey adopt newprograms and howthese teachers can be helpedto make the necessary changes"Ln an effective , efficientand humanisticmanner - (p. 3).
In Fig u r e 1 (Her d et al. , 19 8 7. p. 10' , th e change facilitator1s th e learning re s o urce teache r whois central to thefra mework.ofthe modeland is responsiblefor carrying out actions to meet the needs of the indi vidu als, the classroom teachers (r efe r r e d to as -i- in the di a gr a m). Ba sedonthe model,it becomesevidenttha t boththe learning resourceteacherand th e classroomteachersmustbe involved inthe implementa tionof resource -basedlearning . This model is co n cerns-ba s ed or considers th e concerns of the ind i vid ua l s througho u t the imp l ementa t ion of coo pera t ive planning and teaching. It is basedon th ear g ume nt tha t in orde rfor an innovation to be successfu llyadoptedin ecnce;, '.it must be accepted by indiVidu als, name ly the classroom
teachers (Ha ll&George, 1979,p.4).
TheConcerns-Ba sed Adoptlo n Model
Figure1 Hard et
et.,
1987,p,1022
23 AssumptiQns Of the Model
The C-BAM Model is based on certain llssumptio nsthat set th e perspecti ve from whi c h changein sch oo l s 1sviewed. This model was developed in response to the fai l ure of other modelsin bringingaboutsuccessful changewithin thesch ool system . The developersargued that the lack of successful changewith inthe schoolsy s t e m resulted from the lac k of cons iderationof the individual in the adop t io nprocess (Hal l et al.. 197 3,p. 8).
The following assumptionshelp to forman understandi ng ofth e C-BAM Model:
(I ) Educationa l change1s a process andnot an event.
Often school administrators and sometimes even te a c he r s ass ume that change is the result of an ad mi n i s t r a tion decisionor a new curricululllacquisition . The yas s ume that teachers w11l put aside the i r old strategiesor old textbocks and immediatelyapply an individualized programwi thgreat sophistication . They also assume that with the introduction of a new program, teachers will blend their talents into effect i ve teams. As ind ic a t e d in th e C-BAMModel, change ta kes ti me and is ac hie ve d onlyin st a g e s (Hall &Loucks, 1978 , pp. 37-38).
(2 ) Th e ind ividual must be the primary target of any in t er v e ntiondesignedto facilitatechangewithinthe school system. The C-BAMModel emphasizes workingwithindi v i d ua l
24 teac hers lindad mini s t r a t o r s in relatio n tothe irro l e sin the imp l e me nt a t i o n of theinno va t i on. According to this theory, institutionscannotchange untilthe individualswithinthem ch a n ge (Hall &Loucks, 1978, p. 38 ).
(3) Ch a nge 1s a very pe r s o na l experience. St a ff de velopers , admini str ators and other cha ng e facili tator s oftenemphasizethe techno logy of thein no va t i o n and ignore the feel i n g sor co ncerns of the indi v idualsexp er ienc ingthe change pro c e ss. In the C-5AM Model , thepe r so na l dimension isnot only emphas izedbutco n sid e r ed to be cri t i calto the succ ess or fai lure of the innov at i o n . Sinc e change is br o u g h t about by individuals , the ir personal satisfaction, frustration and concerns in general all pl a y a part in de t e rminin g theeucceaaor failureof an in no va ti on (Hall &
Loucks, 197 8 , p, 38 ) .
(4) As individuals experience the proce s s of ch a nge , they mov e throughidentifiablestages or levels. They move through these identifiable stages as they perceive the inn o vationand as they develop sophistioationin usi ng the innovation (Hall, 197 8,p. 4).
(5) Many in-service workshops address the needs of trainers rather than trainees. When planning staf f development, administrators should use a cli e n t-centre d di agnostio ,prescriptive model. To delivereffect iv estaff devel opment, admin istrators or change faoi1itators ne edto '.find out where theirclients are inthe change processand
25 . then addressth o s e needs in the in-s e r v i c e (Hall &Loucks,
1978,p, 38).
(6) Change facilitators need to work in a systemic way.
They need to constantly evalua te the progress of the individual within the larger context of the total organization that supportsthe change. As they evaluatethe process of change.they have to be constantly ready to adapt interventions in accordancewith the information re c e i ve d from the evaluation. However, change facilitators must always be awareof the -ri p p l e eff ect-that change may hav e on other pa r t s of the educational system (Hal l & Lou ck s , 19 7 8,p. 38).
(7 ) A complete desc ription of the innovation in operationis important . Very of tenchange facilitatorsare not clear or complete in the operational definition of the innovation theyar e implementing . Frequently, teachers do notknowwh a t theinnovati o n is supposedtolo ok like wh e n i t is implemented. Aconcern-basedchangere q u i r e s a complete descriptionof what is invol v edintheinno vat ion when it is in full ope ration(Hall, 197 8 ,p. 4).
TheIn no ya ti o n ConfigurationDimension
The first aspect of C-BAM.theInnovationConfiguration Dimension, help s the le a rningresou rceteacherstodefi n ethe innovation andto diagnose their own need s as well as 'the
"
needs of the classroom teachers. This concept dealswi t h the identification of the different parts of the learning resource program. specifically, i t means the learni ng resourceteachersmustfirstidenti f y thecr i tic a l compone nt within which ea c h cl a s sroom teacher is working. SOllie teacher s ma ybeworki ngwithindifferent components and using different ways to implement a particular component of the resource-basedprogram. Flqure 2(Aus t r o m et a1••1989 ,pp. 39-40)id e nt i f i e s the cr i t ica l component sof a resource-based program based onoooperative planningandteaching. Learning resource teacherscanuseth is fig ur e to developtheir own checklist that identifies the Co mpo ne nt s of cooperative planni ngand teaching.focuses on those components they view as critical and determines the va r i a tions with in each component {Austromet al., 1989,p.40}. Once this has bee n accomplished, learning resource teachers have defined the inno vat ion And are ready to assist individual clas s room teachers in implementing an important educ ationa l change - resource-basedlearning- wi thin our schools.
I.earning to T.earn (19 9 1 )offers theEFFECTIVEHodel (p. 7) (Figure 3) to i...l ... te a c h e r s plan fo r resource-based learning. Thir, model can be used as a guide fo r both le a r ni ng resC'lJrce teachersand classroomte a c he r s in planning units of study. A permanentfilecan be createdbydrawing up the model on ala r ge r scale,allowi ng mor ewrit ingspace in each block and l..ns e r t i n g a place for the na me of theun 1t
27
Cooparatlv. Planning and Teaching CriticalComponents
CRITICAL INNOVATI VE
COMPONENT VA RIA TIO N
ftu lllie AJlclUa.s ",,,Ne>«OIy
Sch,dullng :::::':"c::':'hll'ary
Tu.her.~...,... ~ Ub,I , " " 'PI"-"'II''Y 80'll.oI1~'~
Tuc hlng Tlrn. ,... ...v..lllnCO<nlOtlll!nt.
pI'l\fl..gaMl. .c~itIQ re."' n;20%ollh.. "....tc' Id"""Ilr.u"not tnl litl<a,.,.
TRANSITION A L VARI AT IC '"
MOSIc,-"u"" N, ..Cly :::=::'c~":.1111~,.,.,.
T...t~,.fjb,.n",, "pend
. _.im• .
Iy'O"ol_~~m.-.d.._ ren••
plaI''''''Oln d lNC/II/lg, 1
...g40·. DlII•."ltm.fo, ..".""" .. , ..iDl1D11Mhll"'Y.
TFlADITtOHAL VARIATION
A/lcla"'...lIm.l.tI'OO"1l0
1~.~bra'Y..I"u ...c_ . lor
".P1' iod""'Y_""
T.idlet·Wlrarll....percl 1I'P1Oll_1I'f 100'!fo <>!1/leo'
::.::::"<>t"":o'"'eCI
1<:I"""" Il,."on
Cocp,nll".
Plll nnl" g
Tu m r. .chlnll
T. ..t.•'·lt'''''....,.
1tlVoIvt<l'''toopa'allV'
~lo.nM'll"".'•.,""m;,1IQtl ::~;:::~~:.gr=:~~;mo~I lo''''sIIyOl",'c,,,,aiI)'&l .... . t2...,orun.1I o1S1~"I'
PI'oI""P"~'"
Te..c N'.OiI>r.'..". ,•.."
l.acl'lW<l/\ ~.· "' Il1...a!l 1II_ lCllOOly'"
T'a,,,",..III:o,a",,,,.,.
""""",.O",COllll'l'&l"'.
pl'''IIl..gwn.,...Io<"",~"n
::~,:=~~:'-s~'::'i/ll"In.
'OImal'l'" " nl", mll'l'al ...1II1tr1ajD'u....n1.t~
~"':IOU,""V•., Tucl\el·_ aIll no ,..", llNC!l"'''~'<ll'''-J1'"
.,,,,,.K!'IlI"'y,,,
T.acl>e<-IIb•• nlnsIt.fICI1 rn"o'",,,' ,,,cooFIf Il ""
p'lm'''ll ''l\e '.'''tor"",_
:~~.:;
• .
::.g.'::~~l~' klr"'.,1y<>t,m.:"''''I~' r/l·F·"...~l/IOuI<lI)flClala'_ DV "'·lo_·
htlfMlllllln""llyllllfCOml'leI<IIQF"",.:J8. h ".,.ot Us.oIl....,nn<>v""onon~Q .»
'n l l'U~II D""
Slro h91 •• "'"a~eIy'""'''i<tO''!!such uC. nl"'.II1lWon. , ,,IIO<.
c"""""IrUI:IJOn.ofNl l Q'ou",n'""CllCln._
_""'"'''0'""",,,,,, :::::"o.::p'."n....n "
" ' _ n" mbll ollltaiell tfll r..:>-tKl"'*'tlas...
wn.,.
lnal _'F<>jlI ", ap"'cN1'1 '-... n l."9"l"I" 1Iy I. .",...rs"...,....,. ..dl. "n lybl...'n
ca", HO'" F"c,
EVllu. " on Cru~" ",._ _"",. ,.
"lIbl"lIICIll"""",1111
::~~1::=':~
ltII<>uIHlalll'lflUflIl5<>
1I\IV ...llt1Cllonly__
..mil"_ eClllflll. m.
IlUIll>lnc lII CllauQftlllow IOMlf_~u",
0... 10' ...'111"'"
arI. .T.~..M<:la..ong
~';:~~"::.:
NO Ctil. .. . . ...II;lh."1Cl
""""gm.,,tI""''''lSl,gll!.ol
lI\IufII\Cl It>.lOV
(Adapted from: Hordetal..198/ .p.17) Figure2
Austrometal.,1989 .pp.39-40
EFFECTI VE Model fo r PlanningResource-BasedLearning
E ES:3'J'osn ;9!'".8Ialgoalsi1ndcbjllct.Ves 110mc~m:ulumgudes
F FOi:IlS C~learners ro oererrnne ltl8ilpnotllnOW:eog8lII'KIs~,1s
F FOrmll1alUspedC:ollJl'd!l'as!crlrmrGsOOlt:ll'llaSlldleo1fllfl90~peoonco
E ESlablishlnslllJCllOl1ill Slralegies.leo;:hnlques,a rld 18arnlll\lilClN~ills
C CIlooselealMlgl65ourcesaroc:l klcatiol'\S.
rllTllllab.e lIf;;CIlSS10 resowc.s,'ad~jp,.00pool$Ollll8L
- - T
I lmp18lNl'Il\tleplan.
V
Veritylhal18amlngtSOQClJrMgE EvaJuille51uoem acruilvlIlTIl3n!andlheinslruQlOfla!pnx;esS
Figure 3 NewfoundlandDepartmentof Educatio n,
1991,p,7
"
29 of study ,grad e level ,dateand name sof classroomteache r s involve d 1n the un!t. Both learning resour ce teachers and cl a s s r oo m teacherscan keepacopy of eachcompleteduni t for future use. The fol l owi ng year teachers needonl y to pull ou t the ir pe r manen t fi le , up-date it and ma k e appropriat e
".ch ange s . This met h o d will cut down on the amount of prep a r a tiontime required inthecooperat iveplanni ngprocess for all teachers especi all y thos ene w to thescho ol syste m.
Using thi s model, th e le a r nin g resource teacher s can cont.ributeto allpha ee.eof the processbothas teachers and
facil i ta to r s. They canhelp clas sroom tea c he r s to:
De t e rmineth e learningstrategie sand sk illsto be in cl ud e d in a unit)
Selectappropriateresources;
Set up learningexperiencesto lIleet the objectiv es of the uni t ;
Guide and mon itor student progress throuqh the learning experience;
Evaluate student achieveaent;of learning skills ; Ev a l u a t eth e effect i veness of the resources and Llc t i v i t i e s used. (NeWfoundland Department of Education, 1991 , p. 16)
By co nt r i b u t i n g to all phases of the proot:!ss, learn ing resourceteao he rscan better assist the class roomteachersin prOVidingexperiences that meet the needs ofall students.
'0
The stogesOf Cp nc ern Dfmen:;io n
The second aspect of C-BAM, the Stages of Co ncerns Dimension, exallIinesthe affective dimens ionof innovation.
In other words, howdo eae ssre c e teachers-f eel- when they areinv o lvedinth epr o c e s s of change? Thisdi me n s i o n deals with th e kind of concerns thatindiv ldullls lIa y experiencein re l at i on to anin n ovatio n (Hord , 1979, p. 2). Her d (1 979) descri b e s the se concer ns....it h th i spa s sage :
Indiv idu a l s exper ience a va ri e ty of concerns at an yoneti,REIiIhowev er,th e degree of intensity of diff e r e nt concerns abo u t an innovationwill vary depe ndi n g on the indi v i d u al'B knowledge an d exp erience. Whethe r a person 1s uaing or using, whether he/she 1spre p ari ng'for use, has just beg un use or is highly skilled with the innovation will co ntr i bu t e to th e relative int ensity of d1tferentco ncern s. (p. 21
Thes e concern. cha nge wi th tiae. Ac cord i ng to re s ea r c her s , it appea rstha t ind i v i d u al susi ngan innov a tio n gothrough aprogr e S'!lionof concerns - from concer ns about self to conce r ns abou t the ta s k to conc erns about impac t (Hall, 197 8,p. 10), Thisprogression of ccnc e rns is shown inFi gu r e 4(AUstro m et aI., 1989 ,p. 45 ) , Cur i ng the first '.three stages, indi vidua ls hav e sel f - o r ie nted con cer- ns - concern IIof an info r lllati o na l and pe r s o nal nature. Asuseof
ST AGES OF CONCERN
Figure 4 Aust rolll et al••1989.p,45
31
J2 the innovat io noccurs. concerns about time, sc hedules and materials become of uppeeee ee Lmpor-tanc e . Once the s e mana ge me nt concerns ere resolved, concerns tend tofocuson the imp ac t of the 'innovations uponthelear ner s - con c erns aboutco n s e q u e nc e s , coll a borationandref oc u sing IAustromat a1., 198 9, p. 43). Theseconcerns and their pr ogr e s s i on appearsto be the same forallte a cher s (Hall &Loucks,1978, p. 37). Acco rding to HallandGeorge (1979), early stage concerns must bere s olve d befo remore mature conce rn s can emerge (p . 19 ). This aspect of C-BAM identi fies seven
"St age s of Concern" ortyp i cal rea ct i ons to an innovation.
Figure 5 (Aus t r om et al., 1989, pp. 41-42) lists the seven
".Stagesof Concern, defines each stage and gi vesan expression of conc e rnfor each stllge.
Aco nc e r n spr o f ile can be plott e.] for each ind i v id ua l sh owi ng theint e ns i t y on eachof the seven Stages ofConcern . Th i s profile wi ll sh owwhichconce rnsaremo s t intense at/I pa r ticular ti me. I t shouldhav e II progressive wave mot ion from left to ri g ht as ahown1n Fi gure 6(Hal l et al.,1977, p, 35).
Individua lsdo not have concerns at only one stage. Actually , some sta ges show !no re inte ns ity than others.
Research con fir mstheexistence of thesestages andtheir develop mental nature (Hall&Loucks, 1978,p. 401. Teachers who ar e nonus ers of an in novationwill have concerns high in Stages 0, 1 e-id2. They are concerned abou t ga1nin g
l~ml0t.e.pon""'ll..mVI"'"
ge ltirlg mll.. ",t'I""Y U111a>nca,naboul", _ ",
=;r\O\"'''''' ~ '''d'C'''''lIyln.
~eo:;~::t"::::;l:"~~"'"
abCullll.f><Iwr1 .1lMIf...w<ltIY ... •
:~;::,~= : ~-::,c:~~10
inlo ""ubsllnNoMlMC!loltmt _ ""h. .lI"...rw....r_
IsliCl,.tIK1 a, an<I,oqUIf_'!o<USR.
t_..
u"".n t>aull~." - - OItfW ""_ . _
~~r~'"":~n~
..
a.::::::~~S I~=='~"':.:~:;,~ol::..:• .
oroat"l... "._ ...·" O....
~_atoonll!polenllac.ontlld• ...n.'IOlitl;'I""""'"Ot ptl,~1 co..."..,.. . '..;o'IOIl ot I 18l....."p"""·
t...ol, PfOQr;ll!l!.' UIlan<lCOiiea
l/Un ..,be ... _ed
All_ 1 s1lX:lIudonll>ep""'"
:~~n~:..::::=~:o~
SO~,IU......d10.. T1...,. organlzlI1ll.m""'gIIlll.sen ed."." g an CS tornollll"'",". . . . oflllmostjmpor1anC•
•,Consoque nel A1tltftion lllocu..donimp;;l<:lalltla H_'."'l'....lIfect"'Il.iQs?
,...-..JOl' on Clienlli lutlill<:lSln
~:~C::=~::11WI
inl'Ol"lQtllot~t.«ipoom.
33
I .... """""""'d.lx>ul_"", ..1\;l\I _droing...."...f>8IOln. ' ..IlIUClonarellO,"9 fl'oo"o••OlI ••plO(. 'oonollnD, ....·
ve<wJDon ll••rrom lflllflf>OllIIOOO'l, II'ICllldongl/1apaslol>lIIy.t "'il IO'
."anQK....~\Oftnilmor.
=:01~::=;:~=.'7D\n.
~~~,.IIl..ItJl ....ing'_oIln....e-
Figure 5 Austrom.et al••1989,pp. 41.42
"
i I j ~
i!'i .9 a
~s
10 0
"
, ,
•>
" .
, ,
, 1\
.
, , ,
.. .. ... .
'0
.0
I--r--. .
~\
40
20
STAGES OFCONCE RN
Experien c edUser Nonueer
InexperiencedUser~._-- Renevin9 Use r .......
Figure 6
Hypot hesize d develo pmen t of Stage s ofConcern Hall etal..1977,p.35
35 information(Stage I)OJ:how usi ngthein n ov a t i o n will affect th e m personally (Sta g e 2). When they begin to use the innova t i o n (St ag e 3), concerns become hi gher and more intense. When teachers become exp e r i enc e d with the inno vat i o n, the tende nc yis forco n cern s at Stages4, 5 and 6 to becom emore intens ewith ade cre a se inStages0, I, 2 and 3 (Ha l lat a1., 1977,p. 10).
ASBeasing the St a g e Rof CODc e r n
The Stag e s of Concern Dimensio n can as s ist learn ing re so urc e teac her s in imp lementi ng an inno vative resourc e- based program incorporating coo pe r a tive planning and teac h ing . The firstst ep is toid e n t ify which st a g s of th e
"c o nti nuum descr ibe s the i r own pre sent concerns. By identifying their own Stage of Concern, learning resource te a c he r s can better understand their ownfe el i ngs, thoughts andreactions .Obv i ou s ly,learning resourceteachers who are involvedinthe implementationof resource-based le a r ni ng are experi en c i ng someconc e r ns. Oncethe y haveasses s ed the stage that theyare operatingat,gUidanceinthe form of suggested int erven t i o n s can be made(Aust r om eta1., 1989 , p,43).
Once learning resource teachers are functioning at Stages4, 5 or 6, theyare wellinto theimplementation phase of resour c e - bas ed learning . At thi s point, it is usefulto asse s s the Stage of Concerns of each cl a s s r o om teacher.
In fo r ma l discussion is an effective procedure toide nt i f y
36 Howevex, theC-BAM autho r s ca ut i o n that pe opl e often express onlytho s efe eli ngs of great concern,alt hou g h th eyfrequ ent lyhave co n ce r ns at otherle v e ls . These other concerns should not beig no r e d (Austromet; al.. 1989 , p . 47) . The most formal and precise measure of the Stages of
"Co n c e r n is theStages of Con cernQuestio nnaire(SOCQl (Ha ll at al., 197 7 , p. 18 ), This is a penciland paper instrument which is a Li k e r t -typ e questionnaire that requi res the res p o nd e nt s to react tothirty- f iv e statementsofconcernby indicating how clo s ely each statement describes a concern theyhave at this particular time. Th i s measurement provides apr of i lefor each individual showing wh i c h concerns are more intense.
The Stages ofConc e r n Dimensionpr ov i d e s a valuab letool for determini ng the perceptionsandfeelingsof individua ls , namely classroo mteachers,aboutan innovati on th a t th9y are usi ng or abouttous e.
The [,eyelsof Usepimensio n
Thethi r d aspect of C-BAM,theLe v el s of Us e Dimension, examines what th e user of an inn ov a t i o n actual ly "dc e ss•
Usersha vedi v erse variations in the de g r e e of use of any innovation, just as they havediffering conc e r n s. According to Austrom et ei. (1969), "t he s eva ria t i onsca n be attr i buted to the fact th a t change is a pro c e s s that ea c h us er
experiences per s ona l ly· (p. 51).
37 An individu a l may demons tra teeiqhtdif f erent levels inthi s dimension as is shown 1n Figu r e 7 (Ha l lat a1. , 1975,p. 54) . These levels ran ge fro mthelo we s t le ve l - such as lack of kn owledgeabout theinnovation- to the highestlevelwh ere the user seeks to modify, improve upon and explorenewdevelopments re l a t ed to the innovation . 'Growt h 1n the us e of the innovation is de vel o p me n t a l in nature- (Au s t r o m at al. , 198 9 , p. 51) .
Learning resource teachers can appl y this dimensionto their own staf f members by matching ea c h Level of Use description to spec i fic staff me mbe r s and noting the teacher'snallleinthe col umn pro v i d ed. As mentionedin the othe rdimensions.the InnOvationConfigura t ionand theStage s of Conc e r n, there ar e variat ions and dif f eringdegrees to whi c h indi vid ua ls impl emen t an innovatio n . Si milar variationsoccur wi t hi n the Le ve l s ofUsecompo ne nt. Through informal discussionandobserva tion, the lear n i ngresource tea c her s ca n determine at whic hLevel of Useea chcla ss room te ac her is opera ting. Onc e thishasbeen accomp lished,the y .can addres s indi vidua l co nc erns and pla n for ef f ective
int erventi o ns (Austro met al., 198 9 , pp. 51-52 ) . This pr ocess ofass e s s i ngand intervening mus t con tinue as teac hers go thro ugh Sta ges of Conce r n. As soon teachers re s ol ve one le ve l of concern , anoth e r le ve l of con cern cecomea evide n t. Thi sproc e ss will co ntinu e unt i l the educationalchange -theimplementatio nofresourc e-ba sed
LevelsafUse oftheInnovation
o NON-USE Slateinwhdllheuser hilSIittlfOfna knowle dgealine lMoYa tiOn,noInvolvemenI:WIh It\ennovallon.ana IS dOlI'lg nottungtowardbeconlnginvolved.
I ORIENTATION Sialein whlchtheuserhasrecentlyacquiredorISa~iring infOrmation aboUtthelnnovalion anlfOl t1asrecentlyel(plored OfIsexploringlisvaluaandIt!>demandsupon user atld user system.
II P~EPARAT10 N Stall In whIchme user Ispreparing forfirstuse0111'18innovalion.
III MECHANICAl. SialeinwhiChtheuser locuses most el1O!1 onthe short·term day- USE to-dayUS801the lnoovatlonw~hImletimelorreneeuen.'rneuser Isprimanly engagedIna stepwiseatlempt lomasletlasksrequired touse11'18innovation,oll enresull ing Indislolm ed andSUperfiCial us•.
IVaROUTINE Use01thelMOValion1$statlilizeo.Few.II any.c~arebeing madeinongoingUS8.utlieprepara llOl'I or Itlo ug ntISboIngg~en tolITlpfovinglMOVatiOnuse01'~sconsequences.
/VbREFIN!::MENT StateinwniChtrill'user...ariesIt'euserJtheInnovation10lI'lCl'ease itslmoaccon diems wiltintileil1ImedIalt~$phereolnismerin1lu- ence.VariationSarebasedOflknowJ e .ofDOIhsnotlandlong.
termconseq~esfor dlenfs.
V INTEGRATION Stal.inwfliChtf'I8useriscomtlningownetIons 10useIne!MCH' atlOI'lwtIhrelaled acIMliesOfcodeagtJes10achieve aCOllective impact oneIIentswllhln tIlfirCl)l'M)Onspher.~innuence.
VI RENEWAL Slale in",hid'!theuserre-evalualesIn.quiJkly01useof tne Innovation,seeks majormodificalionsor8~ernallVes10presenl innovation to achiev eIncrease<!impaClonClients, examinesnew developmenlS\Iithefield, and 8ICplores newgoalslotself and me US8r system.
Ffgure7 Hd1et31••1975.p,54
J.
