THE INNOVATION AND SHARING OF TEACHING PRACTICES I--A STUDY OF PROFESSIONAL ROLES AND SOCIAL STRUCTURES IN SCHOOLS. FINAL REPORT.

Autor/inn/en	BARAKAT, HALIM I.; CHESLER, MARK A.
Institution	Michigan Univ., Ann Arbor. Inst. for Social Research.
Titel	THE INNOVATION AND SHARING OF TEACHING PRACTICES I--A STUDY OF PROFESSIONAL ROLES AND SOCIAL STRUCTURES IN SCHOOLS. FINAL REPORT.
Quelle	(1967), (259 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bureaucracy; Elementary School Teachers; Instructional Improvement; Instructional Innovation; Organizational Climate; Peer Relationship; Principals; Role Perception; Secondary School Teachers; Social Structure; Social Systems; Sociometric Techniques; Teacher Administrator Relationship; Teacher Alienation; Teacher Behavior; Teacher Characteristics; Teacher Role; Teaching Methods; Michigan (Ann Arbor) + Suchen Sie Ihr Suchwort? Bürokratie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsqualität; Educational Innovation; Bildungsinnovation; Organisationsklima; Peer-Beziehungen; Principal; Schulleiter; Role conception; Rollenverständnis; Sozialstruktur; Social system; Soziales System; Soziometrie; Teacher behaviour; Lehrerverhalten; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	IN A STUDY TO DETERMINE THE PERSONAL AND ORGANIZATIONAL CONDITIONS ASSOCIATED WITH INNOVATION AND SHARING OF CLASSROOM TEACHING PRACTICES, DATA WERE ANALYZED FROM A 95 PERCENT RESPONSE (473 OF 499 TOTAL) TO A SELF-REPORT QUESTIONNAIRE ADMINISTERED TO THE ENTIRE PROFESSIONAL STAFF OF THREE SCHOOL SYSTEMS COMPRISING 21 ELEMENTARY AND SECONDARY SCHOOLS IN SOUTHEASTERN MICHIGAN. FINDINGS INDICATE THAT TEACHERS WHO FEEL THAT THEIR OWN PERSONAL POWER AND THAT OF THEIR COLLEAGUES IS INFLUENTIAL IN SCHOOL DECISIONMAKING PROCESSES ARE MORE OFTEN INVOLVED IN INNOVATING AND SHARING. TEACHERS WHO ARE MORE INTIMATELY INVOLVED IN PROFESSIONAL EXCHANGE TRANSACTIONS WITH THEIR COLLEAGUES ARE ALSO MORE LIKELY TO BE HIGHLY INVOLVED IN INNOVATING AND SHARING. STAFF FEELING THAT THERE IS STRONG PRESSURE TO CONFORM TO SCHOOL NORMS AND PROCEDURES IS NEGATIVELY RELATED TO INNOVATION. FINALLY, INNOVATIVE TEACHERS SEE THEIR PRINCIPAL AS INSURING PROFESSIONAL AUTONOMY BY MEDIATING EXTERNAL PRESSURES AND PROVIDING FREEDOM FROM INTERNAL PRESSURES. THE SHARING OF CLASSROOM PRACTICES REQUIRES SOME MECHANISM FOR INFORMATION PROCESSING AMONG PEERS WHILE INNOVATION DOES NOT. IMPLICATIONS OF THE STUDY ARE SUMMARIZED AS AIDS IN THE PLANNING OF EDUCATIONAL CHANGE PROGRAMS. (JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC