Gifted students require differentiated curriculum, and teachers of gifted students require differentiated inservice which addresses their needs with those students. The Concerns-Based Adoption Model (CBAM) developed at the Texas Research and Development Center for Teacher Education provides a framework for developing differentiated inservice. This article describes the use of one CBAM dimension, Stages of Concern About The Innovation, to match inservice opportunities to the needs of teachers.
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References
1.
Fuller, F.F. (1969). Concerns of teachers: A developmental conceptualization . American Educational Research Journal, 6(2), 207-226.
2.
Hall, G.E., George, A.A., & Rutherford, W.L. (1977). Measuring stages of concern about the innovation: A manual for use of the SoC questionnaire. Austin: Research and Development Center for Teacher Education, the University of Texas.
3.
Hall, G.E., Wallace, R.C., & Dossett, W.A. (1973). A developmental conceptualization of the adoption process within educational institutions. Austin: Research and Development Center for Teacher Education, the University of Texas.
