Literaturnachweis - Detailanzeige
| Autor/in | Clark, Patricia Chamberlain |
|---|---|
| Titel | Classroom Realities and Creative Nonuse. |
| Quelle | (1986), (10 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Curriculum Development; Educational Innovation; Elementary Secondary Education; Program Implementation; Social Studies; Teacher Attitudes; Teacher Developed Materials; Alaska |
| Abstract | During the 1985-86 school year, a district's implementation of a newly-adopted social studies curriculum for the grades from kindergarten through high school was studied using 50 Stages of Concern questionnaires and 23 Levels of Use interviews drawn from the Concerns-Based Adoption Model (CBAM). The study results suggested that (1) although citing lack of time and materials as a problem of the curriculum, teachers at all levels met the challenge in highly varied ways; (2) teachers uninvolved in developing the curriculum found educationally sound methods for coping, including creative nonuse; (3) despite considerable participation by social studies teachers in development of the curriculum, many respondents felt that opportunities for teacher input were insufficient; and (4) a wealth of relevant, teacher-created material designed to complement the curriculum remains unavailable outside the individual teachers' own classrooms. This paper briefly reviews the literature on implementation of innovations by teachers; describes CBAM, the assumptions on which it is based, and the elements of its Stages of Concern and Levels of Use components; defines creative nonuse and provides examples from the study; and advises districts to involve teachers closely in curriculum changes. (PGD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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