Date of Award
2006
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Dr. Angela Sewall
Abstract
The major questions of the study were whether teachers involved in the first year of implementation of the Arkansas Comprehensive Literacy Model perceived of themselves as change facilitators, whether this perception changed over the course of the school year, and whether this perception was linked to student achievement. Although most of the teachers were less concerned about their role as a change facilitator and more concerned about the innovation itself, there was a shift towards concerns that dealt more directly with the change facilitator role. A linkage was found between teachers' levels of concern and students' writing achievement, but not between teachers' levels of concern and reading achievement. Teachers who tended to have more children exceeding, meeting, or approaching the standard in writing tended to have lower concerns for awareness, information, consequence, and refocusing and higher concerns for collaboration with other change facilitators.
Recommended Citation
Behrend, Janet Suzanne, "Teachers' Stages of Concerns as Change Facilitators and Student's Literacy Achievement: Is There a Link?" (2006). Theses and Dissertations. 137.
https://research.ualr.edu/etd/137
