755
Views
7
CrossRef citations to date
0
Altmetric
Research Article

Typology of teachers’ stages of concern for STEM education

ORCID Icon & ORCID Icon

References

  • Anderson, S. E. 1997. “Understanding Teacher Change: Revisiting the Concerns Based Adoption Model.” Curriculum Inquiry 27 (3): 331–367. doi:10.1111/0362-6784.00057.
  • Arshad, Arni Yuzie Mohd, Lilia Halim, and Nurfaradilla Mohamad Nasri. 2021. “A Systematic Review: Issues in Implementation of Integrated STEM Education.” Turkish Journal of Computer and Mathematics Education 12 (9): 1124–1133.
  • Asghar, Anila, Roni Ellington, Eric Rice, Francine Johnson, and Glenda M. Prime. 2012. “Supporting STEM Education in Secondary Science Contexts.” Interdisciplinary Journal of Problem-Based Learning 6 (2): 85–125. doi:10.7771/1541-5015.1349.
  • Asparouhov, Tihomir, and Bengt Muthén. 2014. “Auxiliary Variables in Mixture Modeling: Three-step Approaches Using Mplus.” Structural Equation Modeling 21 (3): 329–341. doi:10.1080/10705511.2014.915181.
  • Bowers, Alex J., Mark Blitz, Marsha Modeste, Jason Salisbury, and Richard Halverson. 2017. “Is There a Typology of Teacher and Leader Responders to CALL, and Do They Cluster in Different Types of Schools? A Two-level Latent Class Analysis of CALL Survey Data.” Teachers College Record 119 (4): 1–38. doi:10.7916/d8-dwbk-mt40.
  • Bybee, R. W. 2013. “What Is Your Perspective of STEM Education?” In The Case for STEM Education: Challenges and Opportunities, edited by R. W. Bybee, 73–80. Arlington, VA: NSTA Press Book.
  • Byrne, Chris, and Mark Prendergast. 2020. “Investigating the Concerns of Secondary School Teachers towards Curriculum Reform.” Journal of Curriculum Studies 52 (2): 286–306. doi:10.1080/00220272.2019.1643924.
  • Chan, Paul M. P. 2019. “The 2019-20 Budget.” https://www.budget.gov.hk/2019/eng/pdf/e_budget_speech_2019-20.pdf
  • Cheung, D., and D. Y. Yip. 2004. “How Science Teachers’ Concerns about School-based Assessment of Practical Work Vary with Time: The Hong Kong Experience.” Research in Science & Technological Education 22 (2): 153–169. doi:10.1080/0263514042000290877.
  • Committee on STEM Education. 2018. “Charting a Course for Success: America’s Strategy for STEM Education.” https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf
  • Conway, P. F., and C. M. Clark. 2003. “The Journey Inward and Outward: A Re-examination of Fuller’s Concerns-based Model of Teacher Development.” Teaching and Teacher Education 19 (5): 465–482. doi:10.1016/S0742-051X(03)00046-5.
  • Dele-Ajayi, O, O D Fasae, A Okoli, and F M. Origo. 2021. “Teachers’ Concerns about Integrating Information and Communication Technologies in the Classrooms.” PLoS ONE 16 (5): e0249703. doi:10.1371/journal.pone.0249703.
  • EL-Deghaidy, Heba, Nasser Mansour, Mohammad Alzaghibi, and Khalid Alhammad. 2017. “Context of STEM Integration in Schools: Views from In-service Science Teachers.” Eurasia Journal of Mathematics Science and Technology Education 13 (6): 2459–2484. doi:10.12973/eurasia.2017.01235a.
  • Ellis, Larry E., Sandra G. Nunn, and John T. Avella. 2016. “Digital Badges and Micro-Credentials: Historical Overview, Motivational Aspects, Issues, and Challenges.” In Foundation of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies, edited by Dirk Ifenthaler, Nicole Bellin-Mularski, and Dana-Kristin Mah, 3–21. Switzerland: Springer International Publishing.
  • Enderson, M. C., P. A. Reed, and M. R. Grant. 2020. “Secondary STEM Teacher Education.” In Handbook of Research on STEM Education, edited by Carla C. Johnson, Margaret J. Mohr-Schroeder, Tamara J. Moore, and Lyn D. English, 349–360. New York and London: Routledge.
  • Fuller, F. F. 1969. “Concerns of Teachers: A Developmental Conceptualization.” American Educational Research Journal 6 (2): 207–226. doi:10.3102/00028312006002207.
  • Geng, Jie, Morris Siu Yung Jong, and Ching Sing Chai. 2019. “Hong Kong Teachers’ Self-Efficacy and Concerns about STEM Education.” The Asia-Pacific Education Researcher 28 (1): 35–45. doi:10.1007/s40299-018-0414-1.
  • George, Archie A., Gene E. Hall, and Suzanne M. Stiegelbauer. 2013. Measuring Implementation in Schools: The Stages of Concern Questionnaire. Austin, TX: Southwest Educational Development Laboratory.
  • Gong, Shumei. 2018. “Frontline STEM Teachers’ Support Policy Research Report.” Hong Kong Science Teachers’ Journal 34: 31–52.
  • Graves, Kenneth E., and Alex J. Bowers. 2018. “Toward a Typology of Technology-using Teachers in the ”New Digital Divide”: A Latent Class Analysis (LCA) of the NCES Fast Response Survey System Teachers’ Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95).” Teachers College Record 120 (8): 1–42.
  • Hall, G. E., and S. M. Hord. 1987. Change in Schools: Facilitating the Process. Albany: State University of New York Press.
  • Hall, G. E., and S. M. Hord. 2015. Implementing Change: Patterns, Principles, and Potholes (4th Ed.). Upper Saddle River, NJ: Pearson.
  • Herro, Danielle, and Cassie Quigley. 2017. “Exploring Teachers’ Perceptions of STEAM Teaching through Professional Development: Implications for Teacher Educators.” Professional Development in Education 43 (3): 416–438. doi:10.1080/19415257.2016.1205507.
  • Honey, Margaret, Greg Pearson, and Heidi Schweingruber. 2014. STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Washington, DC: National Academies Press.
  • Hong Kong Curriculum Development Council. 2017. “Mathematics Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 6).” http://www.edb.gov.hk/attachment/en/curriculum-development/kla/ma/curr/ME_KLACG_eng_2017_12_08.pdf
  • Hong Kong Education Bureau. 2016. “Report on Promotion of STEM Education: Unleashing Potential in Innovation.” https://www.edb.gov.hk/attachment/en/curriculum-development/renewal/STEM%20Education%20Report_Eng.pdf
  • Hong Kong Education Bureau. 2021. “Figures and Statistics.” https://www.edb.gov.hk/en/about-edb/publications-stat/figures/index.html
  • Howard, Matt C., and Michael E. Hoffman. 2018. “Variable-centered, Person-centered, and Person-specific Approaches: Where Theory Meets the Method.” Organizational Research Methods 21 (4): 846–876. doi:10.1177/1094428117744021.
  • Hu, L., and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling 6: 1–55. doi:10.1080/10705519909540118.
  • Hunt, Tiffany, Richard Carter, Ling Zhang, and Sohyun Yang. 2020. “Micro-credentials: The Potential of Personalized Professional Development.” Development and Learning in Organizations 34 (2): 33–35. doi:10.1108/dlo-09-2019-0215.
  • Jones, W. Monty, Samantha Hope, and Brianne Adams. 2018. “Teachers’ Perceptions of Digital Badges as Recognition of Professional Development.” British Journal of Educational Technology 49 (3): 427–438. doi:10.1111/bjet.12557.
  • Jong, Morris Siu-yung. 2019. “Sustaining the Adoption of Gamified Outdoor Social Enquiry Learning in High Schools through Addressing Teachers’ Emerging Concerns: A 3‐Year Study.” British Journal of Educational Technology 50 (3): 1275–1293. doi:10.1111/bjet.12767.
  • Kelley, Todd R., and J. Geoff Knowles. 2016. “A Conceptual Framework for Integrated STEM Education.” International Journal of STEM Education 3: Article number 11. doi:10.1186/s40594-016-0046-z.
  • Lau, Wilfred W. F. 2021. “Pre-service Mathematics Teachers’ Professional Learning in a Pedagogy Course: Examining Changes in Beliefs and Confidence in Teaching Algebra.” Mathematics Education Research Journal 33 (2): 223–239. doi:10.1007/s13394-019-00285-y.
  • Lau, Wilfred W. F., and Allan H. K. Yuen. 2013. “Learning Study in Mathematics: It Is for Students, Teachers, and Teacher Educators.” The Asia-Pacific Education Researcher 22 (4): 377–388. doi:10.1007/s40299-012-0034-0.
  • Lee, Jeongmin, and Johannes Strobel. 2014. “Teachers’ Concerns in Implementing Engineering into Elementary Classrooms and the Impact of Teacher Professional Development.” In Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices, edited by S. Purzer, J. Strobel, and M. E. Cardella, 163–182. West Lafayette, IN: Purdue University Press.
  • Li, J., J.-X. Yao, T. Luo, and W. W. M. So. 2020. “STEM Policy in Asia.” In Handbook of Research on STEM Education, edited by Carla C. Johnson, Margaret J. Mohr-Schroeder, Tamara J. Moore, and Lyn D. English, 416–427. New York and London: Routledge.
  • Margot, Kelly C., and Todd Kettler. 2019. “Teachers’ Perception of STEM Integration and Education: A Systematic Literature Review.” International Journal of STEM Education 6: Article number 2. doi:10.1186/s40594-018-0151-2.
  • Nadelson, Louis S., and Anne L. Seifert. 2016. “Putting the Pieces Together: A Model K–12 Teachers’ Educational Innovation Implementation Behaviors.” Journal of Research in Innovative Teaching 9 (1): 47–67.
  • Nylund, K., T. Asparouhov, and B Muthén. 2007. “Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling: A Monte Carlo Simulation Study.” Structural Equation Modeling 14: 535–569. doi:10.1080/10705510701575396.
  • Papadakis, S., J. Vaiopoulou, E. Sifaki, D. Stamovlasis, M. Kalogiannakis, and K. Vassilakis. 2021. “Factors that Hinder In-service Teachers from Incorporating Educational Robotics into Their Daily or Future Teaching Practice.” In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021), edited by Beno Csapó and James Uhomoibhi, 55–63. Portugal Science and Technology Publications, Lda.
  • Park, Mi-Hwa, Dimiter M Dimitrov, Lynn G Patterson, and Do-Yong Park. 2017. “Early Childhood Teachers Beliefs about Readiness for Teaching Science, Technology, Engineering, and Mathematics.” Journal of Early Childhood Research 15 (3): 275–291. doi:10.1177/1476718X15614040.
  • Rich, Peter J., Stacie L. Mason, and Jared O’Leary. 2021. “Measuring the Effect of Continuous Professional Development on Elementary Teachers’ Self-Efficacy to Teach Coding and Computational Thinking.” Computers & Education 168: 104196. doi:10.1016/j.compedu.2021.104196.
  • Rodman, Allison. 2019. Personalized Professional Learning: A Job-embedded Pathway for Elevating Teacher Voice. Alexandria, VA: Association for Supervision & Curriculum Development.
  • Roehrig, Gillian H., Emily A. Dare, Elizabeth Ring-Whalen, and Jeanna R. Wieselmann. 2021. “Understanding Coherence and Integration in Integrated STEM Curriculum.” International Journal of STEM Education 8: Article number 2. doi:10.1186/s40594-020-00259-8.
  • So, Winnie Wing Mui. 2021. “Does Computation Technology Matter in Science, Technology, Engineering and Mathematics (STEM) Projects?” Research in Science & Technological Education. doi:10.1080/02635143.2021.1895099.
  • STEM Inc. 2018. “About Our Applied Learning Programme.” https://www.science.edu.sg/stem-inc/applied-learning-programme/about-our-applied-learning-programme
  • STEM Task Force Report. 2014. Innovate: A Blueprint for Science, Technology, Engineering, and Mathematics in California Public Education. Dublin, CA: Californians Dedicated to Education Foundation.
  • Tenon, Susan R., and Pam Epler. 2020. Evaluation of Principles and Best Practices in Personalized Learning. Hershey, PA: IGI Global.
  • Thurlings, Marieke, Arnoud T. Evers, and Marjan Vermeulen. 2015. “Toward a Model of Explaining Teachers’ Innovative Behavior: A Literature Review.” Review of Educational Research 85 (3): 430–471. doi:10.3102/0034654314557949.
  • Timperley, H. 2011. Realizing the Power of Professional Learning. New York, NY: McGraw-Hill.
  • UNESCO. 2015. “Teacher Policy Development Guide: Summary.” https://unesdoc.unesco.org/ark:/48223/pf0000235272
  • Van der Lans, Rikkert M., Wim J.C.M. Van de Grift, and K. Van Veen. 2017. “Individual Differences in Teacher Development: An Exploration of the Applicability of a Stage Model to Assess Individual Teachers.” Learning and Individual Differences 58: 46–55. doi:10.1016/j.lindif.2017.07.007.
  • Vaval, Luronne, Alex J. Bowers, and Virginia Snodgrass Rangel. 2019. “Identifying a Typology of High Schools Based on Their Orientation toward STEM: A Latent Class Analysis of HSLS:09.” Science Education 103 (5): 1151–1175. doi:10.1002/sce.21534.
  • Wang, Jichuan, and Xiaoqian Wang. 2020. Structural Equation Modeling Applications Using Mplus (Second Edition). Hoboken, NJ: John Wiley & Sons.
  • West, Robert J. 2015. “Teacher Identity and Self-Efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers.” Unpublished PhD thesis, : Ohio University.
  • Yip, Din Yan, and Derek Cheung. 2005. “Teachers’ Concerns on School-based Assessment of Practical Work.” Journal of Biological Education 39 (4): 156–162. doi:10.1080/00219266.2005.9655989.
  • Yuen, A., N. Law, and A. Chow. 2004. “Comparing Innovations: Educational and Institutional Issues.” In First IEA International Research Conference. Lefkosia, Cyprus.
  • Zhang, Ling, Richard Allen Carter Jr., Jihong Zhang, Tiffany L. Hunt, Christopher R. Emerling, Sohyun Yang, and Xu. Fangjie. 2021. “Teacher Perceptions of Effective Professional Development: Insights for Design.” Professional Development in Education. doi:10.1080/19415257.2021.1879236.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.