ERIC Number: ED021806
Record Type: RIE
Publication Date: 1967
Reference Count: 0
A Study in Teacher Attitude Change.
Butts, David P.; Raun, Chester E.
Since teacher attitude is an important factor in implementing curriculum change, teacher education programs are designed to communicate the spirit and philosophy of new curriculum programs. This study attempted to determine which factors contribute most to teacher attitudinal change. Sixty elementary school teachers from 7 adjoining Texas school districts participated in a new curriculum, "Science--A Process Approach," developed by the American Association for the Advancement of Science. All 60 used the innovation in their classrooms as part of the teacher education program. To measure teachers' attitudes the Semantic Differential was used for pre- and posttesting with multi-linear regression yielding 36 criterion variables. Predictor variables used were previous course hours in science, years of teaching experience, grade level taught, and school location; each was assessed by analysis of convariance which held the other 3 constant. It was concluded that teachers' attitudes do change when they are involved in a teacher education program to increase competence in the processes of science. Results indicate that grade level is a relevant contributor to a positive change in the attitude of primary level teachers, but not for those at the intermediate level. Teachers with few or no previous course hours in science also developed more positive attitudes toward both science and their teaching. But previous teaching experience and school location appear unrelated to attitude change. Five references are cited. (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: Science--A Process Approach