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Online Submission, Paper presented at the Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education (14th, Wheaton, Illinois, Oct 12-14, 1995)

While transfer of information to practice is a goal of professional development programs for educators, the gap between learning of new information and application to practice continues to be problematic. Synthesizing theoretical viewpoints of innovation adoption and diffusion theory, normative re-education strategies, self-efficacy theory and commitment development strategies with metacognitive and goal setting theories strategies resulted in an enhanced Commitment to Change (CTC) strategy. Self-reported levels of implementation of desired changes in practice were collected three and seven months after sessions of the Nebraska Adult Basic Education Teacher Training Institute over three years. The first two years, sessions one through four, utilized the CTC model developed by Dirkx and Turner (1993) while the third year, sessions five and six, implemented the enhanced CTC model. Including strategies which facilitate transfer of learning into practice, the revised CTC fostered increased long-term implementation while maintaining integrity of participants' satisfaction and perceptions of continued importance of desired changes. [For the full proceedings see ED446213.]

Descriptors: Metacognition, Self Efficacy, Adult Basic Education, Teacher Education Programs, Faculty Development, Goal Orientation, Educational Theories, Educational Change, Educational Practices, Models, Theory Practice Relationship, Teacher Attitudes, Cognitive Psychology, Program Descriptions, Questionnaires, Qualitative Research, Instructional Innovation





Autor: Blodgett-McDeavitt, Cynthia; Dirkx, John M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12475&id=ED559365







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