ERIC Number: ED054540
Record Type: RIE
Publication Date: 1971-Jul
Reference Count: 0
Analysis of the Introduction and Implementation of Curriculum Innovations. Final Report.
Bartlett, Guilford, H., Jr.
This document presents the case study of a training program for elementary science teachers to determine if certain teacher training techniques would influence the onset and the quality of the implementation, and ensure the survival over time of an elementary science curriculum innovation. Teachers instructed in the curriculum innovation were divided into four skills groups: (1) group support and collaboration; (2) group support and no collaboration; (3) isolate with collaboration; and (4) isolate with no collaboration. The major hypothesis predicted that the amount of innovation implementation would vary from a high degree of accomplishment by those teachers in the first group to a low degree of implementation by teachers in the fourth group. Study results revealed significant differences among the groups but not in the direction predicted. Several suggestions for redesigning the study to provide a clearer test of the hypothesis conclude the document. Appendixes present materials related to both the curriculum innovation and teacher training techniques. (RA)
Descriptors: Adoption (Ideas), Curriculum Development, Diffusion, Educational Research, Elementary School Science, Group Dynamics, Innovation, Inservice Education, Inservice Teacher Education, Instructional Innovation, Science Curriculum, Small Group Instruction, Teacher Behavior, Teacher Education, Teaching Methods
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Teachers College.