ERIC Number: ED214292
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
School Contingencies in the Continuation of Planned Change.
Corbett, H. Dickson, III
To examine the durability of educational changes, researchers studied the school-related factors that promote or hinder the maintenance of classroom instructional changes beyond the initial period of change implementation. A brief review of the literature on change durability also reveals a paucity of research on the subject. The researchers gathered qualitative data on 14 elementary, junior high, and high schools in a variety of urban, suburban, and rural settings during a two-year period after the implementation of instructional changes. Using fieldwork methods that included observation and formal and informal interviews, they examined the nature of the implementation, the school factors or contingencies, critical post-implementation events, and the continuation status of the changes. Their data indicate that the most important factors promoting continuation are teacher incentives (from administrators, other teachers, and students) for making the changes, revision of the curriculum guide and other school rules governing instructional behavior, and assessments of the effectiveness of the changes. (Author/RW)
Descriptors: Curriculum Guides, Educational Assessment, Educational Innovation, Elementary Secondary Education, Feedback, Incentives, Institutional Characteristics, Instructional Improvement, Interprofessional Relationship, Longitudinal Studies, Program Effectiveness, Program Implementation, Student Teacher Relationship, Teacher Administrator Relationship
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).