Individual teachers' concern profiles vary widely and can diverge from group trends during implementation¶

Claim · All claims
Evidence · 1 study · associational r1 · q1
Currency · newest study 1977 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1982: baselines and conditions change
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¶

q1 i? Case profiles show one teacher whose concerns decreased in intensity over the year without ever beginning to use SCIS, and another whose concerns followed the expected wave motion from informational and personal to management to higher-stage concerns. → Loucks 1977

Evidence¶

Loucks 1977¶

Loucks, Susan F. (1977). Concerns Expressed by Elementary School Teachers about the Implementation of the SCIS Curriculum. https://eric.ed.gov/?id=ED250163

q1 · i? · associational · r1

Two individual case profiles (Figures 9 and 10) presented to illustrate variation between individuals. "Teacher A exhibited nonuser concerns" at every period, with all concerns decreasing in intensity and no sign she began to use SCIS because a teammate taught all science; Teacher B's concerns showed the expected wave motion.

"At every data collection period, Teacher A exhibited nonuser concerns, i.e., has relatively higher Stage 0,. 1, and 2 concerns and lower Stage 3 through 6 concerns."

Discussion¶

Related Claims¶

• Teachers' concerns follow a developmental trend from lower to higher stages during curriculum implementation — related
• The two-week SCIS workshop shifted participants' concerns from lower-stage nonuser patterns toward higher-stage user patterns — related
• Management concerns never predominated for any group in the SCIS implementation, contrary to other innovation studies — related
• After brief 1–2 day training, participants showed behaviors consistent with movement from Stage 0–1 toward Stage 1–2, and sustained courses were associated with Stage 3–4 behaviors (observational; no pre/post measure or comparison group) — related
• Teachers without mentors reached the impact level more often than mentored teachers, raising the question that mentoring may inhibit development — related
• Not all educators develop impact concerns even when colleagues do; concern change cannot be forced by an outside agent — related