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THE CONTEXTUAL VARIABLES IN SCHOOLS THAT PROMOTE OR INHIBIT TEACHERS' OPPORTUNITIES TO USE A VARIETY OF TEACHING MODELS
Abstract
The purpose of this study was to identify the contextual variables in schools that promoted or inhibited teachers' opportunities to use additional models of teaching. The population that was used to help identify the contextual variables consisted of all teachers who completed a graduate education course on models of teaching, from the same professor, at the same university. Data for this project were collected in two phases. The first phase consisted of a questionnaire that identified three types of information: demographic data about the teachers; rating the contextual variables that influenced the use of teaching models; and the identification of the number and frequency of teaching models used. The second phase consisted of personal interviews. Teachers were placed in groups of high use, moderate use, and low use of teaching models. A peer and the principal of each teacher in the high-use and low-use groups were interviewed to determine the type of interaction that took place between teachers and administrators and how that interaction promoted or inhibited the use of teaching models. An analysis of the data provided the following findings: (1) There was a significant difference between the high- and low-model use groups of teachers and in the amount of principal-teacher interaction and teacher-teacher interaction. Teachers in the high-use group reported higher levels of principal-teacher interaction and teacher-teacher interaction than did teachers in the low-use group. (2) A high percentage of teachers perceived that they had increased their use of a variety of teaching models after completing the course. (3) There was little indication that teams of teachers and administrators had been established within schools to share information. (4) Most teachers tried to implement a new teaching model within six months after learning about the model. (5) There was a significant difference between the number of teaching models used and whether teachers taught in elementary or secondary schools. Elementary teachers reported using more models than did secondary teachers. (6) The size of the school district, number of teaching preparations, and years of teaching experience had no significant effect on the number of teaching models used.
Subject Area
Curricula|Teaching
Recommended Citation
ANDERSON, TIMOTHY PAUL, "THE CONTEXTUAL VARIABLES IN SCHOOLS THAT PROMOTE OR INHIBIT TEACHERS' OPPORTUNITIES TO USE A VARIETY OF TEACHING MODELS" (1984). ETD collection for University of Nebraska-Lincoln. AAI8423757.
https://digitalcommons.unl.edu/dissertations/AAI8423757