Social factors in the adoption of new teaching-learning technIQues in the elmentary school. acceptance of new education practices by elementary school teachers [microform] / Wilbur B. Brookover and David Gottlieb
- Bib ID:
- 5185662
- Format:
- Book and Microform
- Author:
- Brookover, Wilbur B
- Online Version:
- https://eric.ed.gov/?id=ED011958
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1966
- 237 p.
- Summary:
-
The response of individual elementary school teachers to innovations in teaching devices and teaching materials was investigated. The goal of the study was to discover how teachers perceived specific educational innovations, and their attitudes with respect to the acceptance and use of these innovations. Participant observation, interviews, and a questionnaire were used to collect data from a sample of 158 teachers representing levels of teaching from kindergarten through the sixth grade, and schools in urban, suburban, and relatively rural areas. The role of the teacher was evaluated in terms of the classroom, organizational, and professional segments of that role, termed by the author as "role sectors," and in terms of the norms governing performance in these sectors. The acceptance of new educational devices was regarded by the authors as an instance of the acceptance of change in occupational expertise, and the authors suggested that the definition of expertise in the teaching profession is determined within the school organization rather than by the individual teacher. In this connection, it was observed that the teacher does not perceive her role as someone who should or can make decisions about educational innovations. Findings showed that most teachers see acceptance of a specific change as something contingent chiefly upon the relevant policies of their administration, and tend to see their own role primarily as the act of teaching, subject to administrative change. Factors, other than administrative and organizational norms, which appeared to influence the teachers' attitudes toward educational innovations were discussed. (jh)
- Notes:
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1966
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Bright Meadows [microform] : A Study of Teachers' Attitudes & Feelings in an Unorthodox School. Final Report / Isa Kaftal Zimmerman
- The Relationship Between School Organization and Teachers' Authoritarian Attitudes. Final Report [microform] / William Douglas Garrison
- The Development, Field Test and Validation of Scales to Assess Teachers' Attitudes Toward Teaching Elementary School Science [microform] / Richard W. Moore
- The Middle School Questionnaire [microform] / Robert E. Gillan
- Paraprofessionals in California School Districts 1975. C.A.R.E. Document No. 27 [microform]