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.

As educators search for ways of improving student achievement, it is imperative that focus be placed on teacher learning and development. Currently, the trend in public schools throughout the country is to look directly at students and the deficits they bring to the learning environment when responding to those who find fault with the educational system. The current study directed attention to teachers' beliefs about their ability to affect change in student learning. The study centered on seven research questions that sought to determine: (1) the effect of job-embedded staff development on teachers' sense of efficacy; (2) the effect of job-embedded staff development on teachers' stages of concern; (3) the relationship between teacher efficacy and stages of concern; (4) the status of teachers' level of use of an innovation; and (5) the dominance of teacher concerns prior to and after involvement in job-embedded professional development. Through a mixed methodology approach, quantitative and qualitative analyses provided perspectives from 30 teachers in a suburban North Texas school district on the impact of job-embedded professional development on teacher efficacy, stages of concern, and resulting levels of use of an educational innovation. Quantitative results of two surveys: the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1979) revealed a strong focus on stage 0, awareness, concerns and no statistically significant gain in teacher efficacy as teachers engaged in job-embedded professional learning. Qualitative data were gathered through Levels of Use Focused Interviews (Loucks, Newlove, & Hall, 1975) and revealed more teacher involvement with the innovation than quantitative data suggested. Further investigation into the inconsistencies between dominance of teacher concerns and perceptions of levels of use is warranted.

While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads in the classroom. Participants were 7 teachers from a small, suburban, Catholic K-8 school who rated their lowest and highest concerns about using iPads in the classroom. Data sources included the Stages of Concern Questionnaire, Levels of Use observation rubric, and one-on-one interviews. Data analysis included open and axial coding for identification of themes and patterns. Results indicated teachers had little concern with gaining extra training on classroom time and organization and with conflicts between their interests and teaching responsibilities when integrating iPads. Results also indicated they had high levels of concern regarding developing working relationships with fellow faculty members to maximize the benefits of iPad training, as well as about receiving additional iPad training. Finally, results indicated teachers' concerns with acquiring more iPads for students, as well as acquiring greater network connectivity within the school. These results will aid administrators and designers with making positive changes to professional development that both improve and increase teachers' successful integration of mobile technology in their classrooms.

abstract: Policymakers at the national level have recently initiated K-12 education reforms focused on teacher quality and teacher evaluation. Far-reaching legislation was subsequently enacted in the state of Arizona requiring schools to adopt standards-based teacher evaluation systems and link them to student outcomes. The end product is to result in annual summative measures of teacher effectiveness. Because of this, Arizona school administrators have become concerned about rapidly becoming experts in high-stakes teacher evaluation. Principals rarely have time to come together to talk about teacher evaluation, and consider the reliability of their evaluations and how to use teacher evaluation to help teachers improve their practice. This action research study focused on a group of nine administrators in a small urban district grappling with a more complex and high-stakes teacher evaluation system. An existing community of practice was engaged to help administrators become more effective, fair, and consistent evaluators. Activities were designed to engage the group in dynamic, contextualized learning. Participants interacted in small groups to interpret the meaning of newly adopted evaluation instruments and professional teaching standards, share practical knowledge, and compare teacher evaluation experiences in classrooms. Data were gathered with mixed methods. Prior to, and immediately after engaging in this 20-week innovation, principals and district administrators were given two surveys and interviewed about teacher evaluation. Additionally, a detailed record of this project was kept in the form of meeting records and a research journal. Quantitative and qualitative data were triangulated to validate findings. Results identified concerns and understandings of administrators as they attempted to come to a shared consensus regarding teacher evaluation, increase inter-rater reliability, and use teacher evaluation to improve professional practice. As a result of working and learning together administrators lowered their concerns about inter-rater reliability. Other concerns, however, remained and grew. Administrators found the process of gaining a common understanding of teacher evaluation to be complex and far more time-consuming than anticipated. Intense concerns about alignment of the evaluation system with other reforms led these administrators to consider modifications in their evaluation system. Implications from this study can be used to help other administrators grappling with common concerns. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012

Concerns based adoption model (CBAM) instruments were used to examine instructional practices of six graduates from a highly stylized, inquiry-based secondary math and science preparation program. Teachers were in the first or second years of teaching mathematics in six different secondary settings, ranging from poverty to wealthy schools. CBAM assumptions were tested. The primary assumption about concerns was that new teachers’ highest concerns would be within the self and task dimensions. According to Hall and Hord, it was assumed that the levels of use are typically in the orientation and preparation stages as a new teacher begins to implement an innovation, in the case of this study, inquiry-based instruction. All three instruments of the CBAM model were used for data collection and included: the Survey of Concerns Questionnaire, Innovation Components Configuration Map, and Levels of Use matrix. Teachers were observed, interviewed, and surveyed, three times each, across a five-month period. The findings from this study showed that the teachers had similar concerns and levels of use, which supported the assumptions outlined by the CBAM principles. Across the six teachers, the self and task concerns were high, aligning with the assumptions. However, unrelated and impact dimensions were noted, in opposition to the assumption. Likewise, assumptions of the levels of use were upheld in the orientation and preparation levels of use noted in the observations. Some mechanical levels of use were observed for a few of the teachers, an anomaly to the assumption.

In a contemporary with intense concerns towards global warming, this thesis has investigated the matter of how trade regulation policies, responding to climate change, are rhetorically motivated and discussed within international forums. Particularly by looking at the European Union’s Carbon Border Adjustment Mechanism and by critically dissecting how the EU has been navigating its conflicting position; on one hand, as the self-appointed leader of progressive climate actions, on the other hand, as the guardian of the common economic interests of the Union – and on a third stand, as a prominent member of the World Trade Organization, with binding obligations to not violate its rules.  On the basis of a theoretically post-colonial perspective, this paper has explored the power-relational tensions operating within discussions, practically by investigating the narrating presence of post-colonial tendencies. The study has additionally been interested in contributing to wider discussions on ideas and processes influencing the evolvement of international trade regulations on climate, and similarly, to constructively nuance the leadership role shouldered by the EU. This has been completed through an operationalization of three theoretical concepts; Universalism, Otherness/Self and Hegemony - and by implementing a mixed-method approach, bringing forward both qualitative and quantitative results answering up to the question on how the EU’s motivation in favour of the CBAM has been carried out rhetorically – both within internal discussions and during official WTO meetings.  Based on two data-cases reflecting the nature of EU’s rhetoric within the two forums, and in relation to the three theoretical concepts - intentionally developed to detect different post-colonial features - this study resulted in interesting outcomes demonstrating distinct rhetorical patterns. While in WTO contexts, emphases were put on asserting the EU as the natural leader and the CBAM as the most ambitious and effective environmental tool – internal discussions revealed contrastingly higher emphases on motivating the CBAM in terms of being a convenient regulation, serving the climate objective - most importantly - without interfering, nor jeopardizing the sovereignty of EU’s economic position. In fact, comparing between the two data-cases, the frequency of code-words motivating economic interests were 178% higher in internal EU discussions. It has therefore been verified that EU’s internal discussions on how to tackle global warming are strongly interlinked with reasonings around economic matters of interests. On the contrary, this is exceedingly toned down during official WTO-meetings.

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This thesis investigates the regulatory impact of the EU ETS and CBAM regulations on supplier selection processes for procuring iron ore pellets, lime, and ferromanganese from 2025 to 2035. The study is set within the context of evolving EU environmental regulations, emphasizing the importance of understanding their effects on procurement practices in the steel industry. Employing quantitative multi-criteria decision-making (MCDM) through a TOPSIS analysis, the study evaluates suppliers over the specified timeframe based on market price, emissions, shipping cost, and regulatory cost. Additionally, a comprehensive review of current literature within the research area is provided. The methodology section details the research approach, design, data collection, and research quality. A case study conducted at H2 Green Steel, including company background and project execution, is also outlined. The results indicate potential changes over time due to the regulatory effects of the EU ETS and CBAM, with a sensitivity analysis exploring various weight scenarios of TOPSIS results to understand the relationship between the selected criteria. The analysis highlights advantages in integrating sustainability into procurement practices, driven by regulatory incentives. These findings suggest significant implications for procurement managers, emphasizing the importance of considering regulatory costs in supplier selection and adopting long-term monitoring of regulatory changes in the EU ETS and CBAM regulations. The study's implications are discussed in terms of validity, reliability, practical application, and future research directions.

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