Collegial interaction among adopting teachers increased over time, spanning informational, personal, management, consequence, and collaboration concerns¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Collegial interactions among adopting teachers increased over time and pertained to concerns from the informational through the collaboration stage. → Wesley 1996

Evidence¶

Wesley 1996¶

Wesley, Marion T., Jr. and Franks, Melvin Eugene. (1996). Advanced Adoption of Computer Technology in the Classroom and Teachers' Participation in Voluntary Innovation Adoption Activities. https://eric.ed.gov/?id=ED402907

q2 · i? · qualitative · r2

Qualitative interview analysis in the case study found "increasing collegial interaction among adopting teachers over time"; teachers reported sharing discoveries, e.g. "When somebody learns something new, we share it." No effect size is reported.

"The analysis also indicated increasing collegial interaction among adopting teachers over time related to informational, personal, management, consequence, and collaboration concerns."

Discussion¶

Related Claims¶

• Early self- and task-related concerns are maintained alongside later impact concerns as adoption of complex technologies advances, modifying the sequential CBAM conception — related
• Teachers' voluntary individual adoption activities fall into two categories — investigating new computer resources and experimenting with altered teaching methods and classroom arrangements — associated with informational through consequence stages of concern — related
• Small school contexts may both enable and constrain professional communities: collegiality rises but heavy workloads make collective instructional focus difficult — related