| Teachers, as front-line implementers of educational innovations, are critical to school improvement efforts. At three times during three months in the Spring of 1994, teachers who used an innovative program provided information about their concerns, innovation use, and pertinent environmental factors, which were examined in light of related research and teachers' ego development stage and conceptual development level. The study examined the evolution in teachers' concerns and innovation use, relationship between reflection and practice, and link between teachers' cognitive development and their thinking and behavior. Reflections on environmental factors focused on past innovation experiences, staff development, work environment, and nature of the innovation.;The sample consisted of ten volunteer, primary level teachers in three parochial elementary schools in a large, northeastern New England city. This naturalistic study was pre-designed and provided an organized data presentation and featured an expansion design that included quantitative and qualitative methods for different study components, and triangulation of data sets.;Results indicated that teachers' prime interest was to collaborate with peers to gain knowledge of the innovation, reduce self-doubts, and ascertain the innovation's impact upon students. Additional concerns related to innovation management and personal issues. By study's end, interview data indicated that one teacher was at the Preparation level, six were at the Mechanical Use level, and three were at the Routine Use level. In written vignettes, teachers' descriptions of innovation use focused on the Mechanical Use and Preparation levels.;Nine themes emerged from teachers' reflections in vignettes and interviews. These themes highlighted the need for ongoing staff development, the impact of their work environment upon teachers' outlook and innovation use, and roles played by the principal, peers, and students. As learners, teachers sought peer support and assistance, reporting that collegial interaction reduced their sense of isolation. Time constraints were a major obstacle to teachers' progress. Although these themes recurred, each teacher experienced the innovation in a singular manner.;Examination of the above factors in light of teachers' ego development stage and conceptual level indicated that teachers' thinking and behavioral patterns were consistent with cognitive-developmental descriptors and previous research findings. |
