The purpose of this study was to explore teachers' concerns, use, and actual practices in their adoption of the bring your own technology (BYOT) initiative. Twelve secondary teachers in a private school setting participated in this study. The participants represented all content areas including reading, math, science, and electives. The private school was in its third year of implementing BYOT. This case study incorporated multiple methods to collect data to gain a better understanding of teachers' adoption of an innovation, BYOT. The concerns-based adoption model (CBAM) was used as a theoretical framework. All three CBAM tools provided data: the Stages of Concern Questionnaire (SoCQ), levels of use interview protocol (LoUIP), and the innovation configuration (IC) map. Twelve of the participants completed the SoCQ across three different points in time. Six of the twelve teachers participated in three one-on-one interviews, including the LoUIP. Additionally, six teachers were observed in their classrooms during instruction. After triangulating all pieces of data, the majority of teachers had highest concerns related to self. Teachers were concerned about their ability to implement the innovation and managing BYOT in their classroom. Four of the six teachers had a level of use (LoU) at mechanical, and two teachers had a LoU at routine. The teachers' LoU indicated that they are using BYOT in the classroom; however, the majority of teachers observed had adoption practices mostly in the non-ideal variations of IC. The teachers' LoU and IC indicated that teachers had implemented BYOT in their own way and not necessarily in alignment with the campus' vision or expectations. This case study had several limitations, including the small number of participants and the brevity of classroom observations. Additionally, this study was limited to one school setting. Recommendations for future research include exploring teachers' adoption of BYOT in various school settings (i.e., both public and private schools) and teachers at the elementary, middle, and high school levels. Researchers should consider exploring the impact of specific interventions and support on teachers' adoption.

Traditionally, kindergarten programs have been offered in various ways across the province of Ontario (e.g., half day every day; all day, alternate day). Starting in 2010, the Ontario Ministry of Education began implementing full day, every day kindergarten in all publically funded schools. This large-scale innovation has resulted in a number of important changes. The kindergarten teacher is experiencing a variety of these changes. This qualitative study focuses on reactions and concerns of kindergarten teachers as they begin to implement full day kindergarten. Semi-structured interviews and classroom observations with five kindergarten teachers provide information about these reactions and concerns. The Stages of Concern framework, one aspect of the Concerns-Based Adoption Model (CBAM), will be used to discuss these findings and how full day kindergarten has impacted the kindergarten teacher.

Traditionally, kindergarten programs have been offered in various ways across the province of Ontario (e.g., half day every day; all day, alternate day). Starting in 2010, the Ontario Ministry of Education began implementing full day, every day kindergarten in all publically funded schools. This large-scale innovation has resulted in a number of important changes. The kindergarten teacher is experiencing a variety of these changes. This qualitative study focuses on reactions and concerns of kindergarten teachers as they begin to implement full day kindergarten. Semi-structured interviews and classroom observations with five kindergarten teachers provide information about these reactions and concerns. The Stages of Concern framework, one aspect of the Concerns-Based Adoption Model (CBAM), will be used to discuss these findings and how full day kindergarten has impacted the kindergarten teacher.

abstract: Public demands for accountability and educational change are at an all-time high. No Child Left Behind set the stage for public accountability of educators and the recently created Race to the Top grant raised the stakes of public school accountability even more with the creation of national standards and assessments as well as public accountability of individual teacher performance based on student test scores. This high-stakes context has placed pressure on local schools to change their instructional practices rapidly to ensure students are learning what they need to in order to perform well on looming Partnership for Assessment of Readiness for College and Careers (PARCC) exams. The purpose of this mixed methods action research study was to explore a shared leadership model and discover the impact of a change facilitation team using the Concerns Based Adoption Model tools on the speed and quality of innovation diffusion at a Title One elementary school. The nine-member change facilitation team received support for 20 weeks in the form of professional development and ongoing team coaching as a means to empower teacher-leaders to more effectively take on the challenges of change. Eight of those members participated in this research. This approach draws on the research on change, learning organizations, and coaching. Quantitative results from the Change Facilitator Stages of Concern Questionnaire were triangulated with qualitative data from interviews, field notes, and Innovation Configuration Maps. Results show the impact on instructional innovation when teacher-leadership is leveraged to support change. Further, there is an important role for change coaches when leading change initiatives. Implications from this study can be used to support other site leaders grappling with instructional innovation and calls for additional research. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2014

This study utilized a convergent parallel mixed methods design to study teachers' concerns during implementation of instructional coaching for math in a rural PK-12 district in north Texas over a three-year time period. Five campuses were included in the study: one high school (grades 9-12), one middle school (grades 6-8), and three elementary campuses (pre-kindergarten through grade 5). In a school district of 3,400 students and 241 teachers, fifty-two math teachers were surveyed and interviewed for their perceptions and concerns during implementation of instructional math coaching in order to assist central office administration in knowing how to support teachers through the change process. Data included the Stages of Concern Questionnaire (SoCQ) at three points during the study period analyzed through nonparametric statistical analysis. No statistically significant differences were found to exist between campuses. However, a statistically significant difference was found when campuses were grouped by elementary and secondary campuses. Open-Ended Statements of Concern and focus group interview data by campus served as qualitative data to triangulate concerns and to measure situational evidence of rurality influence on teachers' concerns. Convergence of qualitative and quantitative findings indicate concerns clustered in unconcerned, informational, and personal stages. Evidence of rural contextual influences point to limited resources and dense staff relationships in rural schools. This data aids the district under study in supporting teachers through the process of change as an instructional coaching program for math is implemented systemically.

To combat anthropogenic climate change and comply with the Paris Agreement, the EU has previously introduced its Emissions Trading System (ETS) and has now also proposed a Carbon Border Adjustment Mechanism (CBAM). While these tools may reduce emissions within the EU, and in some cases, even in other countries, they can also affect European industries in unpredictable and sometimes negative ways. One industry that is currently included in the ETS is the steel industry. While the steel industry has not been signifi cantly affected yet, as the prices for ETS allowances remain relatively low, this is likely to change as the price for allowances rises. By identifying the factors which lead to cost differences between steel manufacturers in European countries through interviews and literature and comparing the costs of two manufacturers with similar production methods, this study aimed to quantify the cost diff erences that arose due to the ETS by constructing a model capable of estimating the cost differences. Furthermore, plausible changes to the ETS were identified and developed into scenarios where the cost differences that occurred between the two companies due to the new circumstances were analyzed. Energy was found to be the biggest cause of differences in cost, followed by transport costs if one company had a location advantage due to being closer to the customer. Historically, the cost of purchasing ETS allowances was nearly negligible. However, when the price of allowances was predicted to increase, the cost difference caused by the ETS grew significantly and became almost as important for competitiveness as energy costs by the 2030s. The scenarios further affected the total cost difference, making it both decrease and increase depending on how the ETS was altered. Depending on how the EU alters the ETS in the future, the steel sectors in some countries might become more competitive, while others might lose financial viability. Great care must therefore be taken when developing the system so that European emissions can continue to decrease without putting companies in certain countries at a severe disadvantage. Furthermore, the CBAM, or other measures, must be put in place if carbon leakage is to be avoided when the prices for ETS allowances rise. / För att motverka klimatförändringar och följa Parisavtalet, har EU introducerat ett system för utsläppshandel (ETS) och föreslagit en gränsjusteringsmekanism för koldioxid (CBAM). Även om dessa verktyg kan minska utsläppen inom EU, och i vissa fall även andra länder, så kan de påverka europeisk industri på ett oförutsägbart sätt. En industri som redan är inkluderad i ETS är stålindustrin. Hittills så har den inte blivit signifikant påverkad, eftersom priserna för utsläppsrätter har varit låga, men detta kan förändras när priserna stiger. Genom intervjuer och en litteraturstudie har faktorerna som leder till kostnadsskillnader mellan ståltillverkare i europeiska länder identifi erats och används till att skapa en modell för kostnadsskillnader. Två tillverkare med liknande produktionsmetoder har sedan jämförts för att kvantifiera kostnadsskillnaderna som beror på ETS. Möjliga förändringar till ETS har även identifierats och utvecklats till scenarier där kostnadsskillnaderna mellan de två tillverkarna som uppstått på grund av de nya förhållandena analyserats. Inköp av energi var orsaken till den absolut största kostnadsskillnaden, följt av transportkostnader då den ena tillverkaren hade en geografisk fördel i närhet till kunden. Historiskt så har kostnaden av att köp autsläppsrätter varit i princip försumbar, däremot så växer kostnadsskillnaden avsevärt när priset för utsläppsrätter ökar, och i början av 30-talet kan de vara nästan lika viktiga som inköp av energi. De identifi erade scenarierna påverkade den totala kostnadsskillnaden ytterligare. När EU vidareutvecklar ETS i framtiden kan konkurrenskraften hos nationell stålindustri både öka och minska. Utvecklingen av systemet bör därför hanteras med stor försiktighet, så att europeiska utsläpp kan fortsätta att minska utan att industrin i vissa länder får en konkurrensnackdel. För att minimera risken för koldioxidläckage när priset på utsläppsrätter stiger, är det är även viktigt att CBAM, eller liknande åtgärder, träder i kraft.

Beaucoup de cégeps voient leurs programmes techniques menacés à cause de la baisse démographique et de l’exode des jeunes. Cette situation est directement reliée à l’offre de formation : 46,1 % ont dû quitter leur région, car le programme d’études choisi n’y était pas offert. C’est en Gaspésie-Îles-de-la-Madeleine que pourrait s’effectuer la plus importante chute de clientèle, soit une baisse de plus de 40 % par rapport à l’effectif observé à l’automne 2008 (Bezy, 2011). Ce constat amène aussi son lot de questions quant au développement professionnel des enseignants. Un projet novateur se réalise dans cette région et pourrait aider à changer la situation. En effet, le cégep de la Gaspésie et des Iles a instauré une initiative de téléenseignement dans deux programmes (techniques de comptabilité et de gestion, soins infirmiers). Cette recherche vise à décrire les défis et obstacles auxquels sont confrontés les enseignants en processus de changement, ainsi que les avantages et bénéfices perçus de la pratique du téléenseignement, les changements de pratiques pédagogiques particuliers à la vidéoconférence, selon les différents niveaux d’adoption de la technologie. Pour mesurer ces différents aspects de leur pratique, le modèle CBAM (Hall & Hord, 2006) a été utilisé ainsi que le modèle de développement professionnel de (Clarke & Hollingsworth, 2002). Les résultats ont été obtenus par questionnaires (SoC et TAM) et entrevues (LoU et autres questions sur les principaux thèmes de cette recherche), ils permettent de dresser un portrait détaillé du rôle de ces enseignants tout en répondant aux objectifs de recherche. Des profils individuels et de groupes sont présentés pour cerner les caractéristiques de leur développement professionnel dans le cadre de cette innovation. Les résultats montrent de grandes similitudes entre les cas de l’échantillon (6 enseignants) et il ressort que les thèmes les plus préoccupants pour ces enseignants sont la gestion de classe et les défis techniques et pédagogiques que le téléenseignement implique. / Many colleges have their technical programs at risk due to demographic decline and the exodus of young people. This situation is directly related to the offer of formation: 46.1% had to leave their area because the chosen curriculum was not available. It is in Gaspésie-Îles-de-la-Madeleine that the biggest drop customers could happen, a decrease of over 40 % compared to the observions at fall 2008 (Bezy, 2011). This finding also raises a lot of questions about the professional development of teachers. An innovative project is carried out in this region and could help change the situation. Indeed, the Cégep de la Gaspésie et des Iles has established a distance learning initiative in two programs (accounting techniques and management, nursing care). This research is based on a sample of 6 teachers and aims to describe the challenges and obstacles faced by those, in the change process, and the benefits and perceived benefits of the practice of distance education. Also, the changes in individuals videoconferencing teaching practices according to different levels of adoption of technology. To measure these different aspects of their practice, the CBAM model (Hall & Hord, 2006) was used and the interconnected model of professional development (Clarke,2002). The results were obtained by questionnaires (SoC and TAM) and interviews (LoU and detailled interview on major topics of the study), they can provide a detailed overview of the role of these teachers while meeting the research objectives individual and group profiles portrait presented to identify characteristics of professional development in the context of this innovation. The results show great similarities between the cases in the sample (6 teachers) and it also show’s taht the most importants issues for these teachers are classroom management and technical and pedagogical challenges that distance learning requires.

This case study addressed the problem of implementing response to intervention (RTI) in general secondary education. To investigate this problem, one north Texas school's RTI implementation was examined using the theoretical framework of the concerns-based adoption model (CBAM) and defining RTI as the innovation. RTI-related practices were studied for 10 secondary teachers, two from each core subject (i.e., mathematics, English language arts, science, and social studies) and the fine arts who had been implementing RTI for several years. Data regarding participants' stages of concern about and levels of use of RTI were collected across three time intervals using the three diagnostic instruments of CBAM (i.e., Stages of Concern Questionnaire, Levels of Use interviews, and Innovation Configuration Checklist matrix), behavioral observations during instruction and RTI meetings, and structured exit interviews of participants. Overall, findings indicated that the secondary teachers were at similar stages of concern and levels of use of RTI. Teachers' RTI concerns scores remained highest in the Self phase and lowest in the Impact phase of concern at all three intervals of data collection. As levels of RTI use increased, observed RTI use increased; however, teachers' RTI levels of use scores remained in the early levels of RTI implementation at all three intervals of data collection. Patterns in teachers' responses during exit interviews suggested that contextual factors unique to this setting (e.g., unexpected changes in RTI protocol, priorities of administrative personnel, and demands placed on teachers) may have influenced teachers' concerns about the teacher's role in, the professional development in, and the sustainability of RTI as an innovation. The literature does not currently address secondary teachers' concerns about and levels of use of RTI in relation to CBAM. Therefore, this study not only fills a gap in literature but also has implications for how teachers are trained and supported in implementing and sustaining the practices of consultation and differentiated instruction associated with RTI. This case study provided insight about the importance and value of teachers' participation and knowledge of RTI to facilitate the change process successfully.

Doctor of Philosophy / Curriculum and Instruction / Rosemary Talab / The purpose of this mixed methods study was to explore concerns and professional development needs of faculty at the University Alaska Fairbanks (UAF) on the adoption of online learning (OL). This study was also in response to Title 24 of the Alaska Statute’s Recommendation #3, which required sufficient faculty training in distance education technologies for teaching UAF distance courses. This study utilized the Concerns Based Adoption Model (CBAM) as its theoretical framework. A mixed methods design was used to address the research questions. Both quantitative and qualitative methods were used to collect and analyze data. A non-experimental, cross-sectional survey design was used, incorporating the Stages of Concern Questionnaire (SoCQ). Quantitative measures included surveys were sent out to 253 UAF faculty. Ninety-six surveys were returned and usable, with a final response rate of 39%. MANOVA analyses were used to identify potential variables predictive of faculty member’s concerns and professional development needs regarding the implementation of OL. Qualitative measures included three open-ended questions and sixteen faculty interviews, chosen through stratified sampling. The Stages of Concern Questionnaire indicated that the majority of UAF faculty members displayed a typical SoCQ “nonuser” profile in adopting OL. Faculty’s highest concerns were unrelated, self, and task concerns, with a slight tailing-up of impact-refocusing concerns, indicating resistance to OL. Individual variables found to potentially be predictive of faculty members’ concerns included years of teaching experience, administrative support of technology and academic rank. Qualitative measures revealed that overall themes were administrative support, including workload consideration and tenure recognition. Professional development needs included current technology and LMS (Blackboard) workshops. At the same time, faculty voiced their concerns about OL through the themes of instructional quality and support (technical assistance and equipment) concerns. Several faculty members also stated that they needed no support and their resistance of OL. Recommendations for UAF included holistic approach to administrative support, proper recognition of achievements OL achievements, promotion of learner-centered methodology in the transition to OL, professional development that lead to a more collaborative community, an enhanced role for centralized support for staff engaged in OL and LMS training. Recommendations for future studies included further qualitative studies to elucidate faculty concerns within the University of Alaska system. A national study was recommended to help faculty and administrators create better university OL policies and discover mutual expectations of how teaching and developing OL courses could be viewed as part of a new approach to workload considerations in a changing university climate, including the tenure and promotion process.

Doctor of Philosophy / Curriculum and Instruction Programs / Rosemary S. Talab / With the number of students at King Saud University exceeding 60,000, the university faces a need to adopt online teaching. The purpose of this study was to investigate the concerns of the faculty in the nine departments of the College of Education at King Saud University regarding the adoption of online teaching and to relate their concerns to their professional development needs. The Concerns-Based Adoption Model (CBAM) was utilized as a theoretical framework, and a non-experimental, cross-sectional survey design was used to collect the data. The data were obtained from 296 faculty members, which was a response rate of 66%. Respondents’ stages of concern 0-2 (Unconcerned, Informational, and Personal) were the highest, while stages 4-6 (Consequence, Collaboration, and Refocusing) were the lowest. The highest stage of concern was stage zero (Unconcerned), with a 96% percentile score. This indicated that respondents had little concern about or involvement with online teaching. The second highest stage score was stage one (Informational), with a 90% percentile score. This indicated that the respondents wanted more information about online teaching. Additionally, stage six (Refocusing) tailed up 15 percentile points, which indicated that respondents might be resistant to online teaching. A one-way MANOVA test result (p = .047) revealed a statistically significant difference between respondents' age and respondents' concerns in adopting online teaching. The statistical significance differences were found in stage zero (Unconcerned) (p = .041) and stage six (Refocusing) (p = .018). Another one-way MANOVA test results (p = .004) showed a statistically significant difference between respondents' gender and respondents' concerns in adopting online teaching. The statistically significance differences were found in stage zero (Unconcerned) (p = .035) and stage three (Management) (p = .001). t-test results indicated that female participants had a higher concern on both stages than male participants. Additional one-way MANOVA test results (p = .004) also indicated a statistically significant difference on the participants' concerns when adopting online teaching based on their department association. The significance value was found in stage three (Management) (p = .005). Another one-way MANOVA test showed a statistically significant difference on the concern based on the academic rank (p=.053). The significance values were found in stage one (Informational) (p = .001), stage two (Personal) (p = .002), and stage three (Management) (p = .002). Finally, three MANOVA tests indicated statistically significant differences: First, on participants' use of technology in teaching based on their prior instructional technology use (p = .017); second, on participants' use of technology in teaching based on their perception of technology-related professional development needs (p=.031); third, on participants' use of technology in teaching based on their attitudes toward online teaching (p=.004) and (p=.002). The study concluded with recommendations for future studies and for King Saud University regarding designing and implementing training programs to improve the faculty adoption of online teaching.