A Paradigm for Change: Reaction to Innovation in a Teachers' College.

Autor/inn/en	King, Allan J. C.; Ripton, R. A.
Institution	Canadian Council for Research in Education, Ottawa (Ontario).
Titel	A Paradigm for Change: Reaction to Innovation in a Teachers' College.
Quelle	(1968), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Behavior Patterns; Change Agents; College Administration; College Faculty; Educational Innovation; Educational Sociology; Educational Television; Group Dynamics; Organizational Climate; Organizations (Groups); Responses; Schools of Education; Social Change; Social Psychology; Socioeconomic Influences; Stress Variables; Teacher Administrator Relationship; Teacher Alienation; Teacher Attitudes; Teacher Morale + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; College administrators; Hochschulverwaltung; Fakultät; Instructional innovation; Bildungsinnovation; Bildungssoziologie; Erziehungssoziologie; Bildungsfernsehen; Schulfernsehen; Gruppendynamik; Organisationsklima; Erziehungswissenschaftliche Fakultät; Sozialer Wandel; Sozialpsychologie; Sozioökonomischer Faktor; Lehrerverhalten; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral
Abstract	Two innovations were brought to a teachers' college: television was introduced, and it was proposed to merge the college with a university. This study investigated the impact of the two types of change on the social system of the teachers' college from the point of view of the staff. A reaction process paradigm was conceptualized and 31 members of the staff were interviewed to test the validity of the paradigm. The interview data were content analyzed to isolate basic themes associated with reaction to change. Television made a minimal impact. The proposed merger produced a high stress reaction. Teachers felt threatened in their positions. It was evident that the reaction process paradigm provided a suitable model for understanding and documenting change as a process phenomenon in which the components of the process determine the impact of change on a social system. [Not available in hard copy due to marginal legibility of original document.] (GO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01