ERIC Number: ED203586
Record Type: RIE
Publication Date: 1980-Sep
Reference Count: 0
Formative Evaluation and Teacher Decision Making: A Follow-Up Investigation.
Meyers, Barbara; And Others
A followup study was conducted involving 22 teachers of learning disabled and behavior problem students to determine why databased instructional techniques, proven to be effective, did not lead to a change in teacher behavior that was maintained at the conclusion of the original study. Ss were interviewed about their perceptions of the strengths and weaknesses of the study and to determine whether the research had any effects on individual teaching styles. Results indicated that the teachers failed to continue implementing the research procedures despite a generally positive view of the research. It is suggested that although a given treatment is demonstrated to be effective, it cannot be assumed that this fact, in and of itself, will assure maintenance. It is noted that field based researchers may need to do more to "sell" their product when it is shown to be effective. (CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Note: For related documents, see EC 132 870-875.