The Relationship Between Teacher Implementation of an Innovation and Decisional Participation in the Elementary School. [Report No.: WRDCIS-TR-530

Autor/in	Felker, Roberta M.
Institution	Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Titel	The Relationship Between Teacher Implementation of an Innovation and Decisional Participation in the Elementary School. [Report No.: WRDCIS-TR-530
Quelle	(1979), (275 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adoption (Ideas); Change Agents; Decision Making; Educational Innovation; Elementary Education; Individual Instruction; Participant Satisfaction; Policy Formation; Program Implementation; Teacher Administrator Relationship; Teacher Attitudes; Teacher Motivation; Teacher Role + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Decision-making; Entscheidungsfindung; Instructional innovation; Bildungsinnovation; Elementarunterricht; Individuelles Lernen; Politische Betätigung; Lehrerverhalten; Lehrerrolle
Abstract	This study examined the relationship between individual elementary school teachers' implementation of an innovation and their participation in school decisions. Specifically, the research defined the innovation as the Instructional Programming Model (IPM), one of seven major components of the broader innovation known as Individually Guided Education (IGE). An understanding was sought of the relationship between teacher implementation of the IPM and the degree and type of teacher decisional involvement. Ten elementary schools, urban and nonurban, all committed to the implementation of IGE, were the subjects of the study. In this report, a description of the design and methodology of the research includes a discussion of the population and sampling frames, instrument development, data collection, and methods for data analysis. While it was determined that there is a relationship between teacher decisional participation and teacher innovativeness in the classroom, it was discovered that, overall, teachers perceived themselves as being in a state of decisional deprivation. This was true for all issues in both technical and managerial domains. The implications of these findings are considered in the light of the generally held assumption that teacher involvement in school decision making will lead to greater acceptance of an innovation and to other outcomes that can be linked to successful change implementation. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01