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ERIC Number: ED014816
Record Type: RIE
Publication Date: 1967-Jul
Pages: 259
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE INNOVATION AND SHARING OF TEACHING PRACTICES I--A STUDY OF PROFESSIONAL ROLES AND SOCIAL STRUCTURES IN SCHOOLS. FINAL REPORT.
BARAKAT, HALIM I.; CHESLER, MARK A.
IN A STUDY TO DETERMINE THE PERSONAL AND ORGANIZATIONAL CONDITIONS ASSOCIATED WITH INNOVATION AND SHARING OF CLASSROOM TEACHING PRACTICES, DATA WERE ANALYZED FROM A 95 PERCENT RESPONSE (473 OF 499 TOTAL) TO A SELF-REPORT QUESTIONNAIRE ADMINISTERED TO THE ENTIRE PROFESSIONAL STAFF OF THREE SCHOOL SYSTEMS COMPRISING 21 ELEMENTARY AND SECONDARY SCHOOLS IN SOUTHEASTERN MICHIGAN. FINDINGS INDICATE THAT TEACHERS WHO FEEL THAT THEIR OWN PERSONAL POWER AND THAT OF THEIR COLLEAGUES IS INFLUENTIAL IN SCHOOL DECISIONMAKING PROCESSES ARE MORE OFTEN INVOLVED IN INNOVATING AND SHARING. TEACHERS WHO ARE MORE INTIMATELY INVOLVED IN PROFESSIONAL EXCHANGE TRANSACTIONS WITH THEIR COLLEAGUES ARE ALSO MORE LIKELY TO BE HIGHLY INVOLVED IN INNOVATING AND SHARING. STAFF FEELING THAT THERE IS STRONG PRESSURE TO CONFORM TO SCHOOL NORMS AND PROCEDURES IS NEGATIVELY RELATED TO INNOVATION. FINALLY, INNOVATIVE TEACHERS SEE THEIR PRINCIPAL AS INSURING PROFESSIONAL AUTONOMY BY MEDIATING EXTERNAL PRESSURES AND PROVIDING FREEDOM FROM INTERNAL PRESSURES. THE SHARING OF CLASSROOM PRACTICES REQUIRES SOME MECHANISM FOR INFORMATION PROCESSING AMONG PEERS WHILE INNOVATION DOES NOT. IMPLICATIONS OF THE STUDY ARE SUMMARIZED AS AIDS IN THE PLANNING OF EDUCATIONAL CHANGE PROGRAMS. (JK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Michigan Univ., Ann Arbor. Inst. for Social Research.
Identifiers: Michigan (Ann Arbor)