toni strieker, jim wright, susan stockdale kennesaw state university october 3, 2011
TRANSCRIPT
Toni Strieker, Jim Wright, Susan StockdaleKennesaw State UniversityOctober 3, 2011
Our Journey
Program Design & Implementation
Assessment of Candidate Dispositions & Concerns- Model & Survey Development- Findings of Study- Implications & Limitations
Administrative Assessment of Faculty Concerns
Road Ahead
Social Studies
Special EducationScience
Co-teaching Curriculum, Focus on Concerns- Interactive Seminar- Readings & Log- Observations & Interviews- KWL Charts
Embedded in a semester long middle school methods block
Understanding Critical Elements of Effective Co-teaching
Planning and Preparation Co-Delivery of Instruction Positive Interaction and
Communication Content Competence and
Differentiated Instruction Greater Understanding of and
Respect for Special Education Teachers’ Work and Expertise
Mixed method design to systematically examine the change in concerns regarding co-teaching with pre-service middle school candidates
Pre-post instrument to examine concerns using Preservice Teacher Concerns Questionnaire, adapted from of Stages of Concern Questionnaire (Hall, et al.)
Impact
Task
Self
CBAM (Hall & Hord, p. 63)
Modified by Cheung & Ng
35 students
Cronbach's Alpha N of Items
.893 20
35 students
Paired Samples Test – 20 item Teacher Concern Questionnaire
Paired Differences
t df
Sig. (2-
tailed) Mean
Std.
Deviation
Std.
Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
Pair
1
Pre and Post Total
27.429 27.355 4.624 18.032 36.825 5.932 34 .000
Pair
2
Pre and Post Mean Total 1.32770 1.29117 .21825 .88417 1.77124 6.083 34 .000
Pair
3
Pre and Post Indifference
.35714 1.61141 .27238 -.19640 .91068 1.311 34 .199
Pair
4
Pre and Post
Informational/Personal
1.82500 1.56953 .26530 1.28585 2.36415 6.879 34 .000
Pair
5
Pre and Post Management
1.12143 1.60808 .27182 .56903 1.67382 4.126 34 .000
Pair
6
Pre and Post
Consequences/Collaboration
1.42143 1.66690 .28176 .84883 1.99403 5.045 34 .000
Pair
7
Pre and Post Refocusing .10294 1.69571 .29081 -.48872 .69460 .354 33 .726
Pair
8
Pre and Post Self Dimension 1.52059 1.42079 .24366 1.02485 2.01633 6.241 33 .000
Pair
9
Pre and Post Task Dimension 1.12143 1.60808 .27182 .56903 1.67382 4.126 34 .000
Pair
10
Pre and Post Impact
Dimension
.97396 1.43254 .25324 .45747 1.49044 3.846 31 .001
Limitation Reworking the instrument What to do with “zero”
Other issues . . .
Three years ago . . .began withwith refocusing (top level not expected in pre-service teachers
Today . . . information . . .
Initially faculty (limited ) driven . . . bottom up
Today . . . National emphasis on Clinical
Experiences Renaissance Group Emphasis P-12 School Emphasis Special Education Recognition All MGE faculty
Facilitate scholarship (research) of co-teaching
Maintain longitudinal data base Facilitate learning and writing
communities
Cheung, D., & Ng, D. (Su 2000). Teacher stages of concern about the target-oriented curriculum. Educational Journal, 28, (1), 109-122.
Hall, G., & Hord, S. (2001). Implementing Change: Patterns, Principles, and Potholes. Boston: Allen and Bacon.
Hall, G., George, A., & Rutherford, W. (1979). Measuring Stages of Concern about the innovation: A manual for use of the SoC Questionnaire. Austin, TX: The University of TX at Austin, Research and Development Center for Teacher Education.