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Toni Strieker, Jim Wright, Susan StockdaleKennesaw State UniversityOctober 3, 2011
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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
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Social Studies
Special EducationScience
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Co-teaching Curriculum, Focus on Concerns- Interactive Seminar- Readings & Log- Observations & Interviews- KWL Charts
Embedded in a semester long middle school methods block
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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
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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.)
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Impact
Task
Self
CBAM (Hall & Hord, p. 63)
Modified by Cheung & Ng
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35 students
Cronbach's Alpha N of Items
.893 20
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35 students
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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
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Limitation Reworking the instrument What to do with “zero”
Other issues . . .
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Three years ago . . .began withwith refocusing (top level not expected in pre-service teachers
Today . . . information . . .
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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
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Facilitate scholarship (research) of co-teaching
Maintain longitudinal data base Facilitate learning and writing
communities
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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.