Education Change &

Stress at Mountain View Union

BY:Katie Bouchard

&Marc Gilbertson

Marc Gilbertson – The Veteran Teacher

Katie Bouchard – The Novice Teacher

SIGNIFICANCETeachers face constant pressure to change, which can lead to stress and burnout

A PROBLEMMountain View Union purchased

15 sets of Clickers at $1200.00 each – Only three sets are being used

What the heck are Clickers? Clickers are a

Classroom Response System

They are remote devices that use radio frequency to collect data on student performance

Our Research Questions: 1. What do we know about

education change and stress at Mountain View Union?

2. Can we implement these Clickers without causing unnecessary stress?

Moun

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Glazer, E., Hannafin, M., & Song, L. (2005). Promoting technology integration through collaborative apprenticeship. Educational Technology Research & Development, 53(4), 57-67. Retrieved from Education Research Complete database.

Koenig, K. (2010). Building Acceptance for Pedagogical Reform Through Wide-Scale Implementation of Clickers. Journal of College Science Teaching, 39(3), 46-50. Retrieved from Education Research Complete database.

Kolikant, Yifat Ben-David, Denise Drane, and Susanna Calkins. 2010. "'Clickers' as Catalysts for Transformation of Teachers." College Teaching 58, no. 4: 127-135. Education Research Complete, EBSCOhost (accessed October 31, 2010).

Klassen, R. (2010). Teacher Stress: The mediating role of collective efficacy beliefs. Journal of Educational Research, 103(5), 342-350. Retrieved from Education Research Complete database.

Lucas, A. (2009). Using peer instruction and I-Clickers to enhance student participation in calculus. Primus: Problems, Resources & Issues in Mathematics Undergraduat Studies, 19(3), 219-231. doi:10.1080/10511970701643970. Lukacs, K. (2009). Quantifying "The Ripple in the Pond": The development and initial validation of the teacher change agent

scale. International Journal of Educational & Psychological Assessment, 325-37. Retrieved from Education Research Complete database.

Tomil, D.R. (2010). Action research for educators. New York. Rowan & Littlefield. Troman, G., & Woods, P. (2000). Careers under stress: Teacher adaptations at a time of intensive Reform. Journal of

Educational Change, 1(3), 253-275. Retrieved from Education Research Complete database. Zhang, Y., & Yu, Y. (2007). Causes for burnout among secondary and elementary school teachers and preventive strategies.

Chinese Education & Society, 40(5), 78-85. doi:10.2753/CED 1061-1932400508. Zwart, R., Wubbels, T., Bergen, T., & Bolhuis, S. (2007). Experienced teacher learning within the context of reciprocal peer

coaching. Teachers & Teaching, 13(2), 165-187. doi:10.1080/13540600601152520

GROUNDED! BAM!

THIS IS OUR ACTION

RESEARCH PROJECT

THE ACTION -- Collaborative Sessions

Four training sessions: Marc tutored Katie on the use of Clickers.

Katie then implemented the Clickers in her classroom.

DATA COLLECTION OVERVIEW

1. Double Journal Entries - from the Collaborative Sessions

2. Stress Level Continuum- rated after each session

3. Interviews- with novice and veteran teachers

DATA COLLECTION #1:DOUBLE JOURNAL ENTRIES Reflection on progress

made and what caused stress

Observation of each other’s stress during the session

REFLECTION AND OBSERVATION

DATA COLLECTION #2:Stress Level ContinuumRated stress levels using the Stress Level Continuum after each training session

Stress Level ContinuumLikert scale 1-5 1) No stress; 2) Slightly less stress than

normal; 3) Neutral – normal school

stress; 4) Slightly more stress; 5) Extreme stress.

Training Session Stress Levels

Marc had higher stress 3-4 Katie had moderate stress 3

DATA COLLECTION #3: INTERVIEWSFive interviews about STRESS and CHANGE at Mountain View

INTERVIEW QUESTIONS1. How long have you been teaching?2. What is an example of a successful educational

change? What made it successful?3. What stops change from happening in education?4. Who is involved in changes in an educational

setting?5. Do you find change in schools stressful? If so, how

can this stress be reduced?6. How do you feel about new technology in the

classroom?7. What has prevented you from using the CRS in your

classroom?

FIRST INTERVIEWEEGWENYTH – 9 YEARS EXPERIENCE

SECOND INTERVIEWEECONAN –FIVE YEARS EXPERIENCE

THIRD INTERVIEWEEJENNIFER – 20 YEARS EXPERIENCE

FOURTH INTERVIEWEEKATE – FIRST YEAR TEACHER

FIFTH INTERVIEWEESEAN – 40 YEARS EXPERIENCE

INTERVIEWS These gave us general insight into

stress and change at Mountain View Union

IMPLEMENTATIONWith 4 training sessions completed…it was time for Katie to implement the Clickers in her classroom…

Here is what happened…

Implementation Marc- Low Stress- 2 Katie- High Stress- 4+

Handing out the clickers – started the funny business

Ms. Bouchard – Do I stick this up my nose?

Is this a cell phone?

It’s like a remote!

What are the point of these?

Students did not take these seriously

Katie felt very stressed!

AnalysisStressors found in Interviews , Reflections, and Observations

Lack of TimeLack of Clear ProcessOther

Interview Analysis Gwenyth - “Time stops change from

happening because you have five million other things to do.”

Interview AnalysisJennifer - “it takes time to set the Clickers

up…it’s not second nature, so it is time consuming.”

Interview AnalysisKate -“Change is just time

consuming!”

Interview AnalysisConan - “You need to make sure there is

enough time to put the plan in place”

Interview AnalysisSean - “I need plenty of time to learn and

implement.”

Analysis - Double JournalsMarc-“The big cause of stress was lack of

time.”

Analysis - Double JournalsKatie- “Marc seemed very rushed during

this session and was a little bummed out that we were not able to progress as far as we had hoped.”

DiscussionLack of Time emerged as the dominant cause of stress.

TimeKatie stated that “implementing technology just added more to my plate.”

Marc was worried that Katie needed more time before going in front of the class with the new technology

Discussion

Katie agrees that if the change was worthwhile and helped her teaching, she would have taken it more seriously.

Marc agrees that change can occur, but there needs to be time, a clear process, and a purpose for it to be implemented.

DiscussionMarc and Katie both agreed that working collaboratively made the change process less stressful

ConclusionWhen implementing change at Mountain View Union, Lack of Time was the dominant stressor!

Recommendations When implementing change, give

yourself enough time to do it properly or you might…

Just Beat It…