Barriers to change encountered by family and consumer sciences teachers in a curriculum reform effort

dc.contributor.author Odhiambo, Susan
dc.contributor.department Family and Consumer Sciences Education and Studies
dc.date 2018-08-22T19:27:51.000
dc.date.accessioned 2020-06-30T07:55:13Z
dc.date.available 2020-06-30T07:55:13Z
dc.date.copyright Wed Jan 01 00:00:00 UTC 1997
dc.date.issued 1997
dc.description.abstract <p>The successful implementation of a curriculum reform effort is not without considerable barriers. To be effective, change efforts need more than the development of materials and procedures. They require attention to and involvement of the people who administer these changes. Knowledge of the barriers they may face in their efforts to implement change facilitates the adoption of those changes. The research question guiding this study was: What are the perceived barriers to change encountered by family and consumer sciences teachers involved in a curriculum reform effort? In order to obtain in-depth personal accounts of change experiences and barriers encountered, fifty-three teachers involved in a curriculum reform effort kept a journal of their reactions and feelings regarding change. Chronological case data analysis was used to identify themes, trends and significance in individual teachers' journals. Cross case data analysis was conducted to compare findings between individual teachers.;Patterns, similarities, and differences were identified. Four categories of barriers emerged from the analysis: resources, readiness, beliefs/attitudes, and professional. Resources barriers included: knowledge, time, financial resources and alternative approaches. The barrier of readiness involved personal costs, commitment, professional growth and collaboration, empowerment and administrative support. Beliefs/Attitudes about the value of the innovative program and perceptions of self-efficacy determined teachers' receptivity to changes in the curriculum and were often a barrier. Professional barriers to change included lack of clarity as to the specifics of change in family and consumer sciences as well as lack of professionalism amongst the professionals. The results of this study contribute current data to the knowledge base of program development for family and consumer sciences education, enhance teacher preparation and provide a basis for designing more effective staff development programs.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/16797/
dc.identifier.articleid 17796
dc.identifier.contextkey 7406545
dc.identifier.doi https://doi.org/10.31274/rtd-180813-7322
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/16797
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/70574
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/16797/ISU_1095676.pdf|||Fri Jan 14 21:06:02 UTC 2022
dc.subject.disciplines Curriculum and Instruction
dc.subject.disciplines Educational Assessment, Evaluation, and Research
dc.subject.keywords Family and consumer sciences education and studies
dc.subject.keywords Family and consumer sciences education
dc.title Barriers to change encountered by family and consumer sciences teachers in a curriculum reform effort
dc.type article
dc.type.genre thesis
dspace.entity.type Publication
thesis.degree.level thesis
thesis.degree.name Master of Science
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