Factors Contributing to the Willingness of Elementary Teachers to Try Selected Classroom Innovations [electronic resource] / Franklin V. Matula.
Elementary teachers are often unwilling to implement new innovations in their school programs. This research study attempts to explore, through the use of simulation, why this reluctance occurs and to identify relationships of specific variables of teachers' expressed willingness to adopt innov...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1972.
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| Subjects: |
MARC
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| 100 | 1 | |a Matula, Franklin V. | |
| 245 | 1 | 0 | |a Factors Contributing to the Willingness of Elementary Teachers to Try Selected Classroom Innovations |h [electronic resource] / |c Franklin V. Matula. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1972. | ||
| 300 | |a 13 p. | ||
| 500 | |a ERIC Document Number: ED066404. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 520 | |a Elementary teachers are often unwilling to implement new innovations in their school programs. This research study attempts to explore, through the use of simulation, why this reluctance occurs and to identify relationships of specific variables of teachers' expressed willingness to adopt innovations. Four samples of elementary classroom teachers, totaling 165 drawn from schools in Texas, responded to an instrument which included information and posed questions indicating teacher interest and willingness to use innovations. Three social studies innovations of progressive complexity were described to these teachers, asking them to assume the real life situation of deciding whether to adopt innovative programs. Two strategies employed in the data collection sessions were the"intervention mode", in which group discussion was encouraged, and the "non-intervention mode", with each teacher working alone. Results indicated that the three innovations were not perceived alike; rather, the majority of teachers were less willing to use programs considered to be more involved and demanding. Interest, peer support, and the characteristics of the innovations are also important to teachers in considering adoptions of new programs. This study reflects and supports a growing body of research and theory supporting planning for change to insure success. (Author/SJM) | ||
| 650 | 1 | 7 | |a Adoption (Ideas) |2 ericd. |
| 650 | 0 | 7 | |a Attitude Change. |2 ericd. |
| 650 | 0 | 7 | |a Diffusion. |2 ericd. |
| 650 | 1 | 7 | |a Educational Innovation. |2 ericd. |
| 650 | 1 | 7 | |a Educational Research. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Information Dissemination. |2 ericd. |
| 650 | 1 | 7 | |a Instructional Innovation. |2 ericd. |
| 650 | 0 | 7 | |a Simulation. |2 ericd. |
| 650 | 1 | 7 | |a Social Studies. |2 ericd. |
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