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ERIC Number: ED200546
Record Type: RIE
Publication Date: 1981-Apr
Pages: 26
Abstractor: N/A
Reference Count: 0
Curriculum Innovation: Teacher Commitment, Training, and Support.
Katz, Sheldon F.
Ethnographic observations of secondary school teachers were conducted during the implementation of new curricula. Interviews identified relationships concerning: (1) teachers' experiences and convictions concerning support before and during the innovation period; (2) teachers' training and/or retraining experiences relating to the curriculum change; (3) teachers' personal and professional values and their expectations relating to the new curriculum; and (4) teachers' commitment during the change or innovation process. The teachers' personal and professional values and expectations were shown to have the greatest effect on teacher commitment to change. Even when training and support were lacking, if the personal and professional disposition were high, the result would still be a high degree of commitment for the new curriculum. The teachers in the study felt that personal and professional experiences provided a major source of training. The department chairpersons and the immediate peer group were perceived as support groups in pursuing new endeavors. It is recommended that, when curricular changes are being implemented, the active participation of teachers be solicited, that teachers be given released time to attend training sessions, and that a support system operate within the school during the implementation phase. (FG)
Publication Type: Reports - Research; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (Los Angeles, CA, April, 1981).