A Study of the Effects of Various Interventions in a Two-Year Implementation Effort. Procedures for Adopting Educational Innovations Program

A Study of the Effects of Various Interventions in a Two-Year Implementation Effort. Procedures for Adopting Educational Innovations Program [microform] / William L. Rutherford.

This paper reports on a two-year study of a junior high school that was attempting to implement a new approach to student discipline. The study investigated the kinds of interventions that occurred during the two years and how the influence of these interventions were perceived by teachers. Implemen...

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Bibliographic Details
Online Access: Request ERIC Document
Main Author: Rutherford, William L.
Corporate Author: University of Texas at Austin. Research and Development Center for Teacher Education
Format: Microfilm Book
Language:English
Published: [S.l.] : Distributed by ERIC Clearinghouse, 1979.
Subjects:
Adoption (Ideas)
Attitude Change.
Behavior Change.
Change Agents.
Change Strategies.
Discipline.
Educational Innovation.
Intervention.
Junior High Schools.
Program Implementation.
Research Utilization.
Teacher Attitudes.
Teacher Behavior.
Teacher Response.
Description
Summary:This paper reports on a two-year study of a junior high school that was attempting to implement a new approach to student discipline. The study investigated the kinds of interventions that occurred during the two years and how the influence of these interventions were perceived by teachers. Implementing the new discipline plan involved university courses, workshops, and the participation of a change facilitator at the school. Data was obtained from individual and group interviews, an Intervention Questionnaire, and through an ethnographer. Among the findings were that changes in teachers seem to result from an accumulation of interventions, and that, when teachers do change, they usually perceive it to be of their own initiative. Changes in teachers' feelings and attitudes seem to precede any change in their use of an innovation. It was also found that, if the change process is to be most effective, interventions should be directed toward individuals. Analyses of data are presented and followed by specific recommendations for individuals who are responsible for managing educational change. (Author/JD)
Item Description:ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 11, 1979).
ERIC Document Number: ED207944.
Physical Description:32 p.

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