Qualities of the Stages of Concern Questionnaire and Implications for Educational Innovations
Qualities of the Stages of Concern Questionnaire and Implications for Educational Innovations
复制标题
关注阶段问卷的质量及其对教育创新的启示
DOI：
10.1080/00220671.1992.9941120
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发表时间：
1992
影响因子：
2.1
通讯作者：
S. Palsha
中科院分区：
文献类型：
--
作者：
D. Bailey;S. Palsha
摘要 本文演示了对基于关注的采用模型的测试，这是一个用于概念化专业人员对创新可能存在的关注的分层框架，以及关注阶段问卷，这是一种旨在评估受训者关注的工具。该研究是在为残疾婴儿和学龄前儿童早期干预项目工作的专业人员进行在职培训的背景下进行的。人们发现，与最初的七阶段模型相比，五阶段模型是用于概念化需求的更简约且心理测量一致的框架。提供的数据支持修订后的模型以及重新组织和缩短的关注阶段问卷。讨论了对未来培训和研究工作的影响。
Abstract This article demonstrates a test of the Concerns-Based Adoption Model, a hierarchical framework for conceptualizing the concerns that professionals may have about an innovation, and the Stages of Concern Questionnaire, an instrument designed to assess trainee concerns. The study was conducted in the context of inservice training for professionals working in early intervention programs for infants and preschoolers with disabilities. A five-stage model, as opposed to the original seven-stage model, was found to be a more parsimonious and psychometrically consistent framework for conceptualizing needs. Data are presented in support of a revised model and a reorganized and shortened Stages of Concern Questionnaire. Implications for future training and research efforts are discussed.