ERIC Number: ED021805
Record Type: RIE
Publication Date: 1967
Reference Count: 0
A Study in Teacher Change.
Butts, David P.; Raun, Chester E.
Implementation of curriculum innovations requires that teachers have both knowledge of the change and commitment to use it. In order to determine what type of teacher is most likely to perceive and practice a curriculum innovation effectively, an in-service project was set up and studied. Nineteen elementary school teachers with varying degrees of teaching experience and previous preparation in science participated in the teacher education program developed for the new curriculum, "Science-- A Process Approach," sponsored by the Commission on Science Education of the American Association for the Advancement of Science. Correlation analysis of pre- and posttest scores and classroom observation yielded the conclusion that this in-service program was most successful for teachers with several years previous teaching experience but with few hours of previous science courses, suggesting that the longer a teacher has taught, the more receptive he is to new and fresh approaches to teaching and the more valuable such in-service programs are. A teacher's competency in science was found to effect positive change in the teacher's attitude toward and practice of the new curriculum, but the grade level taught appeared to be unrelated to attitude and curriculum changes. Correlation tables and a 14-item bibliography are included. (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Texas Univ., Austin. Science Education Center.
Identifiers: Classroom Observation Rating Form (Ashley); Science--A Process Approach; Teacher Process Measure