ERIC Number: ED284838
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: 0
Focused Teacher Interaction for Successful Change.
Ellis, Nancy E.
An examination of the effects of collaborative interaction among 13 elementary school teachers implementing an innovative teaching approach collected data pertaining to the subjects' interdependence and lateral communication from teachers' responses to questionnaires answered at 2-week intervals throughout a school year. Data for measuring teacher implementation of the curriculum was drawn from 20 structured, 10-minute observations of each teacher. Field observation and structured and semi-structured interviews were also used as measures. Results showed that the number of times teachers met with their colleagues, assistants, principals, and supportive supervisors was unrelated to implementation. Lateral communication positively correlated with the quality of implementation only when teachers gave their assistants structured feedback or used an agenda checklist for meetings. Structured feedback given to teachers by supportive supervisors was highly correlated with quality of implementation. The study concluded that the most powerful strategy for raising the quality of implementation is regular, structured, specific feedback given to the teacher by a supportive supervisor for at least a year following initial training. (Author/CB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).