Teachers' concerns follow a developmental trend from lower to higher stages during curriculum implementation¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1977 · 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? Over a year of SCIS implementation, teachers' concerns at Stages 0, 1, and 2 decreased over time while concerns at Stages 4, 5, and 6 increased, supporting the developmental hypothesis. → 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

q2 · i? · associational · r1

Longitudinal SoCQ study of Kansas elementary teachers implementing SCIS, assessed five times from May 1975 to April 1976; thirty individuals provided data at every period. The article reports "a general developmental trend" in concerns across the analyses.

"Stages of Concern for individuals in the sample followed a general developmental trend from being more intense at the lower Stages of Concern to becoming more intense at the higher Stages of Concern."

Studies bearing on this claim¶

Do adopters' concerns move in the expected order, from self through task to impact concerns, over a period of use? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 4 distinct studies (2 associational, 1 qualitative, 1 theoretical), q1–q2, 0 of 4 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Individual teachers' concern profiles vary widely and can diverge from group trends during implementation — related
• Management concerns never predominated for any group in the SCIS implementation, contrary to other innovation studies — related
• Anticipating a workshop versus having prior workshop experience differentiates teachers' concern profiles — related
• The two-week SCIS workshop shifted participants' concerns from lower-stage nonuser patterns toward higher-stage user patterns — related
• Reentry teachers without mentors made the greatest progress through Fuller's stages; reentry teachers with mentors developed very limitedly — 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) — a narrower finding that bears on this claim
• Teacher concern development is better characterized as progression and retreat than linear stage movement — related
• Not all educators develop impact concerns even when colleagues do; concern change cannot be forced by an outside agent — related
• Literacy coaching responsibilities fall into two major areas: teacher mentoring and literacy program advocacy — related