Not all educators develop impact concerns even when colleagues do; concern change cannot be forced by an outside agent¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1983 · 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 a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? In the authors' studies, some individual educators never reflected impact concerns although their colleagues did, and changes in concern cannot be engineered or forced by an outside agent. → Hall 1983

Evidence¶

Hall 1983¶

Hall, Gene E.; Rutherford, William L. (1983). Client Concerns: A Guide to Facilitating Institutional Change. Research and Development Center for Teacher Education, The University of Texas at Austin. https://eric.ed.gov/?id=ED251728

q1 · i? · theoretical · r2

The authors report an observational finding from their studies: "we have observed individual educators who do not at any time reflect impact concerns although their colleagues may." They state the cause awaits further study and draw the immediate implication that change facilitators should not automatically assume all clients will have impact concerns.

"In ourstudies we have observed individual educators whodo not at any time reflectimpact concerns although their colleagues may.Determining why this is so mustawait further study"

Discussion¶

Related Claims¶

• Teachers' concerns follow a developmental trend from lower to higher stages during curriculum implementation — the general claim this finding bears on, with the studies behind it
• Early self- and task-related concerns are maintained alongside later impact concerns as adoption of complex technologies advances, modifying the sequential CBAM conception — related
• Reentry teachers without mentors made the greatest progress through Fuller's stages; reentry teachers with mentors developed very limitedly — related
• First-year teachers without mentors declined in self and impact concerns but task concerns stayed at 50% — related
• First-year teachers with mentors declined in self and task concerns and increased impact concerns over the school year — related
• Teacher concern development is better characterized as progression and retreat than linear stage movement — related
• Individual teachers' concern profiles vary widely and can diverge from group trends during implementation — related