ERIC Number: ED302931
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: N/A
Teacher Perspectives and Educational Innovation.
This ethnographic study of mandated innovation in an urban school district analyzed teachers' emerging perspectives of curricular and concomitant administrative change. It responds to recent calls in educational research for studies that add to the understanding of the complicated processes in school worlds. Specifically, the study investigated teachers' perspectives with regard to the implementation of a special class called "Foreign Language Conversation and Culture," which accommodated those students who would probably have difficulty passing the regular "level one" foreign language class. It found that teachers believed that this particular innovation broadened students' understanding and tolerance of people from different cultures. However, teachers found that it was time consuming to create the materials for the new program and that they were made to feel like failures by administrators if they admitted difficulty in coping with the new situation. Third, student, teacher, and administrator school worlds were often at odds, thereby diminishing program effectiveness. The study concludes by indicating that innovation can only succeed in an environment conducive to change. (JAM)
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 (New Orleans, LA, April 5-9, 1988).