ERIC Number: ED199925
Record Type: RIE
Publication Date: 1980-Nov
Reference Count: 0
The Relationship Between School Climate and Implementation of an Innovation in Elementary Schools.
Young, I. Phillip; Kasten, Katherine
As part of a larger project on studies of implementation, specifically of Individually Guided Education (IGE), this paper describes the preliminary results of research on school climate, an important factor in retarding or promoting change. A review of the literature on school climate includes a description of Likert and Likert's Profile of a School. During on-site visits to the sample of 10 Wisconsin schools in the project, the researchers administered a modification of the Likert instrument to teachers in the fall of 1978 and the spring of 1979. The resulting data indicate that the climates in the sample schools were perceived to be increasingly open during the study and that teachers with more experience in IGE schools tend to perceive school climate as more open while teachers employed longer in a particular school tend to perceive school climate as less open. The authors suggest that using a school as its own control may prove more profitable for research on climate than previous approaches that have used climate measures to distinguish between schools or have used post hoc data to attempt to predict the receptivity of particular types of schools to innovation. (Author/WD)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Identifiers: Individually Guided Education; Profile of a School; Wisconsin
Note: Report from the Project on Studies of the Implementation of Individualized Schooling. Appendix A may reproduce poorly due to broken print of original document.