Complexities of inservice education: Teachers identify factors that influence change

This study is the result of a search for insight into reasons why staff development programs are frequently ineffective in helping teachers make lasting changes in instructional practices. The premise of the study is that although a good deal of research is undertaken to determine optimum qualities of effective inservice education programs, very little attention is paid to understanding teachers' views of factors that influence their acceptance of change. This is problematic to those who wish to make improvements in the educational system, because the teachers they wish to change feel left out of the decision-making process in school improvement. These teachers therefore look upon inservice education as an imposition or, even worse, an indication that they are teaching in a deficient manner.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Olsen, Michele Rojek

Contributors dc:contributor

• Easley, John A., Jr.

• Education, Administration
• Education, Teacher Training
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1991 Olsen, Michele Rojek

Language dc:language

eng

Identifier

AAI9210942
(UMI)AAI9210942

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/19876