Goodman, Pamela Marie
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The purpose of this study was to identify busin ess education teachers’ stages of concern regarding block scheduling. The study examined block scheduling as a change innovation using the Concerns-Based Adoption Model (CBAM). The population for this study consisted of 515 business education teachers in 155 Georgia public high schools that were given approval to implement or continue using block scheduling during the 2001-2002 academic year. Stages of Concern Questionnaires (SoCQ) were mailed to a simple random sample of teachers. The SoCQ consisted of 35 statements expressing a level of concern about an innovation. Respondents indicated the degree to which each concern was tr ue using a 7 point Likert-type scale. Data obtained from the Stages of Concern Questionnaire were analyzed using frequency distributions and one-way analysis of variance (ANOVA). Data was then summ arized and presented in table and narrative form. Results from the SoCQ i ndicated that Georgia public high school business education teachers’ highest stage of concern was Stage 0 (Awareness) and there were no significant differences in stage of concern based on age, gender, and years of teaching experience.