EdD (Doctor of Education)
Date of Award
The researcher examined nine areas of support that can be of assistance to sustaining innovative methodology in four school systems in Upper East Tennessee. Five types of innovation were examined. This study looked at nine supports as well as years of involvement by the practicing educator. The research design was a comparative study with forty hypotheses used to test differences in perceived degree of assistance to commitment. Teachers were surveyed and asked to rate supports for sustained innovation. Teachers also rated actual and ideal involvement. The research questions were tested and statistically analyzed using t-test and analysis of variance. Significant differences were found between demographic groups. Teachers sustaining child-centered instruction rated seven of the nine areas of support significantly higher than peer teachers. The methodology of student assessment had five areas of support rated significantly higher, alternative scheduling had two areas of support rated significantly higher, and the thematic approach had one area. Training/conference/workshops was the only area of support that had a significant difference common to all four of these methodologies. Recommendations for further research were made to augment the study.
Dissertation - unrestricted
Switzer, Laura J., "Identifying Catalysts for Sustained Innovation of Inclusion Teachers" (1999). Electronic Theses and Dissertations. Paper 2980. https://dc.etsu.edu/etd/2980