WHEN y = mx + b CAN NOT BE APPLIED TO CHANGE: EXPLORING TEACHER CONCERNS ABOUT A HISTORY OF RAPID CURRICULUM CHANGE
The purpose of this study was to explore levels of concerns that teachers have about implementing and executing rapid curriculum changes. Research on teacher concerns has traditionally targeted technology implementation rather than curriculum reform measures. This research was designed to provide quantitative data in understanding teacher top concerns. For the purpose of this research, rapid curriculum change referred to a different course, edited program offering, or changes in program objectives identified with a teacher’s duties and responsibilities at the classroom level that occur in a short timeframe before ample evaluations are made. The Stages of Concern Questionnaire was used to evaluate secondary mathematics teachers peak concerns regarding a history of rapid curriculum change. This study used a correlational analysis to evaluate significance levels of teacher experience when compared to each stage of concern. Participant data included 114 secondary mathematics teachers from the Atlanta metropolitan school districts. There was no statistically significant difference between teachers’ level of concern and stage of concern, nor was there any statistically difference between teachers’ curriculum experience type and stage of concern. A qualitative analysis of an open-ended question revealed that the peak concern lay within Stage 4: Consequence. Results indicated that Stage 4 teacher concerns focused on the outcome effects of the curriculum change on their classroom students. Suggestions for further research include gathering additional qualitative data from participants to secure themes from concerns.