Assessing concerns of algebra teachers during a curriculum reform: a constructivist approach

Abstract

This study describes a statewide in-service program to retrain algebra teachers to implement a new curriculum for all students and how concerns of the teachers changed after a year. The purpose is to evaluate strengths and weaknesses of the project that will be of value to other reform efforts. Data were collected using the Stages of Concern Questionnaire designed to measure seven stages of concern in the Concerns Based Adoption Model for implementing a curriculum reform. Results are discussed within a broader framework of a three-phase constructivist model for in-service projects. The findings emphasize the need for longer programs with stronger implementation phases to focus teachers on student learning outcomes for instructional reform to become a reality