The purpose of this action research study was to identify mid-career teachers' perceptions of the consequences of implementing an innovation developed to lessen the isolation of the Hispanic sub-group in particular and to increase the overall academic achievement of every student at Northeast High School, an urban school in New England. This investigation employed the consequences of innovation framework develop by Rogers (1995) as a lens. The six consequences were grouped into dichotomous pairs direct vs. indirect, desirable vs. undesirable, and anticipated vs. unanticipated . One of the conclusions that was derived from the study findings was that mid-career teachers reported positive professional consequences regarding their participation in the Advanced Studies Program, an innovation developed to increase overall academic achievement at Northeast High School. One key recommendation for practice that emerged from this study was that in a school like Northeast High School, teachers and administrators should form a committee to develop a study skills program as an intervention for incoming freshmen that will support the vision of higher-level coursework connected to the a program like the Advanced Studies Program. One recommendation for further research that became clear during this study was that the consequences that non-traditional students report related to a program like the Advanced Studies Program should be investigated.
|Advisor:||Case, Karen I.|
|Commitee:||Foley, Mark, Pedro, Joan|
|School:||University of Hartford|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Educational leadership, Curriculum development, Hispanic American studies|
|Keywords:||Advanced Placement, Consequences of innovation, Hispanic students, Midcareer teacher, School change, Urban education|
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