NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1043609
Record Type: Journal
Publication Date: 2014
Pages: 22
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1098-6065
Investigating Why Teachers Reported Continued Use and Sharing of an Educational Innovation after the Research Has Ended
Hegedus, Stephen J.; Dalton, Sara; Roschelle, Jeremy; Penuel, William; Dickey-Kurdziolek, Margaret; Tatar, Deborah
Mathematical Thinking and Learning: An International Journal, v16 n4 p312-333 2014
We investigated prospects for reported sustainable adoption and sharing of an educational innovation through survey research including online questionnaires and telephone interviews. This investigation is part of the Scaling-Up SimCalc experimental program, which combines dynamic representational algebra software (SimCalc MathWorlds) with integrated curriculum and small professional development workshops focused on how to use the software and how to integrate this intervention into the larger year-long curriculum. Teachers who (1) perceived the usefulness of the SimCalc professional development as being consistent with personal aims and (2) perceived specific affordances of the software/curriculum to be valuable were more likely to report continued use of the innovation after the research had ended and that they had shared it with colleagues over time.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: REC-0437861