Concerns During Development and Implementation of Research-Based Curricular Materials Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/kh04dt50d

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  • Decades of educational research has not reached and benefited most students due to the "implementation gap." The implementation gap is a term used to describe the divide between the number of research-based curricular materials created and the number that are broadly used in classrooms. A common approach to researching this gap is to look at the differences between users and developers. A different (and less commonly used) approach is to observe the involvement of instructors in the development of curricular materials. This level of involvement can provide a better understanding of the concerns of instructors during both development and implementation. The purpose of this research is to describe the concerns of faculty who develop and implement their own research-based curricular materials over one academic year. In addition, the subjects of the concerns are analyzed and compared to previously identified barriers that hinder adoption. A material-development workshop was held in which the video and audio recordings were used to determine the concerns cited by faculty. To gather concerns related to implementation, semi-structured interviews were conducted as near to implementation as faculty members' schedules allowed. The same group of faculty took part in both the workshop and implementation interviews. Recordings were transcribed and coded using the constant comparative method and the Concerns Based Adoption Model (CBAM). Management concerns were found to be similar in occurrence and subject for both the workshop (developers) and the interviews (users). Significant changes were found in the percentages of Consequence and Personal concerns cited between the workshop and the interviews. The subject of Consequence concerns remained consistent between development and use of the materials but the subject of Personal concerns changed with a greater focus on the implementer's confidence to correctly use and understand the materials was found during the interviews. Despite using the same group of faculty during both the development and implementation of curricular-materials, adoption rates remained low and common barriers to adoption such as time and resources persisted. This suggests that the implementation gap is better explained by the differences in situations and not the differences in people (developers and implementers). An increase in Personal concerns is a prime example of how the situation affected instructors during implementation. This situational theory lays the foundation for approaching the implementation gap from a new direction and informs recommendations in designing workshops.
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  • description.provenance : Submitted by Grace Panther (pantherg@oregonstate.edu) on 2015-11-30T16:11:54Z No. of bitstreams: 2 license_rdf: 1370 bytes, checksum: cd1af5ab51bcc7a5280cf305303530e9 (MD5) PantherGraceC2015.pdf: 933383 bytes, checksum: 2831e7089588e7fee1cafdadebb8d1b6 (MD5)
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  • description.provenance : Approved for entry into archive by Laura Wilson(laura.wilson@oregonstate.edu) on 2015-12-01T17:16:51Z (GMT) No. of bitstreams: 2 license_rdf: 1370 bytes, checksum: cd1af5ab51bcc7a5280cf305303530e9 (MD5) PantherGraceC2015.pdf: 933383 bytes, checksum: 2831e7089588e7fee1cafdadebb8d1b6 (MD5)

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