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Francis Amankwah, Frederick Kwaku Sarfo, Michael Osei Aboagye, Daniel Konin & Raphael Kwasi Dzakpasu. (2022) Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus. Education Inquiry 0:0, pages 1-21.
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Laura Dörrenbächer-Ulrich, Lisa Stark & Franziska Perels. (2020) Profiles of teachers’ concerns about heterogeneity in classrooms. Educational Research and Evaluation 26:7-8, pages 433-459.
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Julie Ernst & Deanna M. Erickson. (2018) Environmental education professional development for teachers: A study of the impact and influence of mentoring. The Journal of Environmental Education 49:5, pages 357-374.
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Natalie Pareja Roblin, Jo Tondeur, Joke Voogt, Bram Bruggeman, Griet Mathieu & Johan van Braak. (2018) Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs. Technology, Pedagogy and Education 27:2, pages 165-181.
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Kathleen Stanton, Stephanie Cawthon & Kathryn Dawson. (2018) Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development. Teacher Development 22:1, pages 51-77.
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Anthony J. Mitchell & Alan R. Shoho. (2017) High School Teachers Perceptions of School Change and Its Implications for Student Achievement. Leadership and Policy in Schools 16:3, pages 431-454.
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Elizabeth K. Y. Loh & Loretta C. W. Tam. (2017) The role of emotionality in teacher change: the case of Chinese language teachers in Hong Kong. Teacher Development 21:3, pages 462-479.
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Nicole R. Skaar, Suzanne Freedman, Amy Carlon & Elizabeth Watson. (2016) Integrating Models of Collaborative Consultation and Systems Change to Implement Forgiveness-Focused Bullying Interventions. Journal of Educational and Psychological Consultation 26:1, pages 63-86.
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Marissa Rollnick, Betty T. Dlamini & John Bradley. (2015) Unawareness to Production, Dropout to Innovator—Primary teachers' understanding and use of a science, technology and society approach to science teaching. International Journal of Science Education 37:8, pages 1202-1224.
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Stephen J. Hegedus, Sara Dalton, Jeremy Roschelle, William Penuel, Margaret Dickey-Kurdziolek & Deborah Tatar. (2014) Investigating Why Teachers Reported Continued Use and Sharing of an Educational Innovation After the Research Has Ended. Mathematical Thinking and Learning 16:4, pages 312-333.
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Eric Christesen & Jeannine Turner. (2014) Identifying Teachers Attending Professional Development by Their Stages of Concern: Exploring Attitudes and Emotions. The Teacher Educator 49:4, pages 232-246.
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Neophytos Karamanos & Paul Gibbs. (2012) A model for student adoption of online interactivity. Research in Post-Compulsory Education 17:3, pages 321-334.
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BrianE. Myers, R.
Kirby Barrick & MohamedM. Samy. (2012) Stages of Concern Profiles for Active Learning Strategies of Agricultural Technical School Teachers in Egypt. The Journal of Agricultural Education and Extension 18:2, pages 161-174.
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AndrewT. Roach, ThomasR. Kratochwill & JenniferL. Frank. (2009) School-Based Consultants as Change Facilitators: Adaptation of the Concerns-Based Adoption Model (CBAM) to Support the Implementation of Research-Based Practices. Journal of Educational and Psychological Consultation 19:4, pages 300-320.
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Keith Skamp. (2009) Understanding teachers’ ‘levels of use’ of learnscapes. Environmental Education Research 15:1, pages 93-110.
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Zach Kelehear. (2008) Instructional leadership, connoisseurship and critique: using an arts‐based approach to extend conversations about teaching. International Journal of Leadership in Education 11:3, pages 239-256.
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Derek Cheung, John Hattie & Davis Ng. (2001) Reexamining the Stages of Concern Questionnaire: A Test of Alternative Models. The Journal of Educational Research 94:4, pages 226-236.
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Articles from other publishers (3)
Prabin Bhusal, Kavi Raj Awasthi, Matthew Low, Naresh Shrestha, Asmit Neupane, Naya Sharma Paudel, Bir Bahadur Khanal Chhetri & Rajan Parajuli. (2023) What Determines the Adoption of Agroforestry Practices in Farmlands and Public Lands? A Case Study from the Terai Region in Nepal. Society & Natural Resources, pages 1-17.
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Wilfred W. F. Lau & Morris S. Y. Jong. (2022) Typology of teachers’ stages of concern for STEM education. Research in Science & Technological Education 41:4, pages 1560-1578.
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Jennifer Turns, Matt Eliot, Roxane Neal & Angela Linse. (2013) Investigating the Teaching Concerns of Engineering Educators. Journal of Engineering Education 96:4, pages 295-308.
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