Innovative Teaching Practices: Their Relation To System Norms And Rewards

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Abstract
Secondary analysis of the COPED data bank was undertaken to explore the relationship between social system properties and cer tain forms of innovative teaching. The results underscore the im portance of viewing individual behavior in its systemic context: innovations occurred where teachers saw them as rewarded, inde pendent of individual dispositions toward such behavior. Since completing this study at Teachers College, Columbia University, the author has taken a position as planning officer in the Long Range Welfare Planning Directorate of Health and Welfare Canada, in Ottawa, Canada.

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