ERIC Number: ED283812
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
Collaborative Interaction as Support for Teacher Change.
This study examined the specific factors that help teachers learn to implement innovations requiring non-routine teacher behaviors. Questions focused on the type of support teachers must have in order to make changes in their instructional approach. Thirteen teachers in the San Francisco area were observed as they attempted to teach the same innovative program of instruction that required multiple, heterogeneous student groupings and a variety of materials. All classrooms contained a large percentage of Spanish-speaking and bilingual students, and in addition, several classrooms contained children who were recent immigrants from Asian countries. The program required teahers to learn a wide range of new behaviors and to work with students in small groups. It was hypothesized that teachers would depend to a large extent on lateral communications between teachers and their assistants and others, and the quality of feedback received from consultants and supervisors. On a Management Systems Checklist, the teachers were asked to check routine and non-routine topics they discussed with their classroom assistants. School and district-level supportive supervisors were trained to observe teachers and to give feedback consistent with that given by the consultants. Data on teacher behaviors were based on observations by trained researchers. An analysis of resulting data indicated that after presenting an innovative instructional model and theory to teachers, staff developers should provide training that includes focused observations and targeted feedback. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of American Educational Research Association (San Francisco, CA, April 16-22, 1986).