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Teacher and principal stage of concern regarding implementation of benchmark testing: a longitudinal study |
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| Institution: | 1. Department of Chemistry, Faculty of Science, University of Mauritius, Réduit, Mauritius;2. Department of Chemistry, University of Cape Town, Rondebosch, 7701, South Africa;1. Department of Psychology, University of Zadar, Croatia;2. Department of General Psychology, University of Padua, Italy;1. Chongqing Institute of Green and Intelligent Technology, Chinese Academy of Sciences, Chongqing 400714, China;2. Key Laboratory of Eco-Environments of the Three Gorges Reservoir Region, Ministry of Education, College of Life Science, Southwest University, Chongqing 400715, China;3. Southeast Sichuan Geological Group, Chongqing Bureau of Geology and Minerals Exploration, Chongqing 400038, China |
| Abstract: | The four-year study reported here investigated factors associated with Stage of Concern and change in Stage of Concern of teachers when implementing a benchmark testing program in a large mid-western school district in the United States. The results of the study revealed the Stage of Concern was associated with (1) degree of involvement; (2) role (teacher or principal); (3) grade level taught; (4) gender; (5) nature of staff development program. Factors associated with change of Stage of Concern were (1) role; (2) grade level taught/administered; (3) gender; (4) nature of staff development program; (5) “top-down” decision-making; (6) lack of principal involvement in implementation. |
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