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.