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Qualities of the Stages of Concern Questionnaire and Implications for Educational Innovations
13 references·11 citing·33 second hop
Qualities of the Stages of Concern Questionnaire and Implications for Educational Innovations (1992)Qualities of the Stages of Concern Questi…1. The Meaning of Educational Change, 1982 (2001)1. The Meaning of Educational…Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation (1988)Teacher efficacy, self-concep…Teacher development and school improvement: The process of teacher change (1988)Teacher development and schoo…Student achievement through staff development (1988)Student achievement through s…Enabling and empowering families: Principles and guidelines for practice (1988)Enabling and empowering famil…Taking Charge of Change (1987)Taking Charge of ChangeChange in schools : facilitating the process (1987)Change in schools : facilitat…Staff Development and the Process of Teacher Change (1986)Staff Development and the Pro…The Meaning of Educational Change (1983)The Meaning of Educational Ch…Power in Staff Development Through Research on Training (1983)Power in Staff Development Th…Concerns of Teachers: A Developmental Conceptualization (1969)Concerns of Teachers: A Devel…The Scree Test For The Number Of Factors (1966)The Scree Test For The Number…Coefficient Alpha and the Internal Structure of Tests (1951)Coefficient Alpha and the Int…Kooperationsbereit oder Innovationsgegner? (2018)Kooperationsbereit oder Innov…The role of context in teachers' concerns about the implementation of an innovative curriculum (2013)The role of context in teache…Evaluating change processes (2013)Evaluating change processesAdopting and Adapting PBIS for Secure Juvenile Justice Settings: Lessons Learned (2013)Adopting and Adapting PBIS fo…Auseinandersetzung der Lehrpersonen mit der Einführung des Zentralabiturs: Stages of Concern (2012)Auseinandersetzung der Lehrpe…Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry (2010)Teachers’ concerns and effica…School-Based Consultants as Change Facilitators: Adaptation of the Concerns-Based Adoption Model (CBAM) to Support the Implementation of Research-Based Practices (2009)School-Based Consultants as C…Emerging Roles and Competencies for Training in E-Learning Environments (2002)Emerging Roles and Competenci…Reexamining the Stages of Concern Questionnaire: A Test of Alternative Models (2001)Reexamining the Stages of Con…Understanding Teacher Change: Revisiting the Concerns Based Adoption Model (1997)Understanding Teacher Change:…A networking model of change for middle managers (1997)A networking model of change …The practicality ethic in teacher decision-making (1977)Teachers' Sense of Efficacy and the Organizational Health of Schools (1993)Teacher Efficacy: A Study of Construct Dimensions (1994)The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants (1994)The Principles of Psychology (1891)A DYNAMIC THEORY OF PERSONALITY (1936)Human Characteristics and School Learning (1979)Teachers' Professional Development in a Climate of Educational Reform (1993)The Application of Electronic Computers to Factor Analysis (1960)A Rationale and Test for the Number of Factors in Factor Analysis (1965)The Eating Attitudes Test: psychometric features and clinical correlates (1982)Evaluating the use of exploratory factor analysis in psychological research. (1999)Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer (2018)The Handbook of Research on Teaching (1962)Life in Classrooms (1968)Implication of Research on Teacher Belief (1992)Motivation and Personality (1997)Conducting Educational Design Research (2018)Measurement and prediction (1950)Intraclass correlations: Uses in assessing rater reliability. (1979)The Pittsburgh sleep quality index: A new instrument for psychiatric practice and research (1989)The theory of planned behavior (1991)Professional Learning Communities: Communities of Continuous Inquiry and Improvement. (1997)Evaluating professional development (1999)Factors affecting teachers' use of information and communications technology: a review of the literature (2000)Instructional Leadership and the School Principal: A Passing Fancy that Refuses to Fade Away (2005)Linking Theory and Practice: Changing the Pedagogy of Teacher Education (1999)Professional learning in the learning profession: A status report on teacher development in the United States and abroad. (2009)The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018)Measuring empowerment in families whose children have emotional disabilities: A brief questionnaire. (1992)Mothers supporting children with autistic spectrum disorders (2004)Meta‐analysis of family‐centered helpgiving practices research (2007)Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity (2006)
this work references cited by second hop

References

  • 1951Coefficient Alpha and the Internal Structure of Tests43,892 cited
  • 1966The Scree Test For The Number Of Factors13,549 cited
  • 1988Student achievement through staff development2,105 cited
  • 1969Concerns of Teachers: A Developmental Conceptualization1,909 cited
  • 1986Staff Development and the Process of Teacher Change1,493 cited
  • 20011. The Meaning of Educational Change, 19821,492 cited
  • 1987Change in schools : facilitating the process1,117 cited
  • 1988Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation1,023 cited
  • 1983The Meaning of Educational Change1,022 cited
  • 1988Enabling and empowering families: Principles and guidelines for practice822 cited
  • 1987Taking Charge of Change576 cited
  • 1988Teacher development and school improvement: The process of teacher change517 cited
  • 1983Power in Staff Development Through Research on Training200 cited

Cited by

  • 1997Understanding Teacher Change: Revisiting the Concerns Based Adoption Model269 cited
  • 2010Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry

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110 cited
  • 2013Evaluating change processes73 cited
  • 2001Reexamining the Stages of Concern Questionnaire: A Test of Alternative Models72 cited
  • 2009School-Based Consultants as Change Facilitators: Adaptation of the Concerns-Based Adoption Model (CBAM) to Support the Implementation of Research-Based Practices60 cited
  • 2013The role of context in teachers' concerns about the implementation of an innovative curriculum58 cited
  • 2002Emerging Roles and Competencies for Training in E-Learning Environments46 cited
  • 2013Adopting and Adapting PBIS for Secure Juvenile Justice Settings: Lessons Learned37 cited
  • 1997A networking model of change for middle managers19 cited
  • 2018Kooperationsbereit oder Innovationsgegner?13 cited
  • 2012Auseinandersetzung der Lehrpersonen mit der Einführung des Zentralabiturs: Stages of Concern9 cited