Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning

By Philip C. Abrami *, C. Poulsen, B. Chambers. 2004

266 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d1d372b08050f13979c05e39160e047770e8a188

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

School support and teacher motivation to implement project-based learning (2010, background): “Abrami et al. (2004) point out that an educational innovation often meets with a wide range of teacher receptivity. Some teachers may apply the innovation with great enthusiasm and persistence until it becomes fully integrated into their teaching. However, some may never try the new teaching strateg”
Teachers'motivation to participate in training and to implement innovations (2014, background): “…we want to understand teachers’ situation-specific motivation, such as teachers’ will to learn (e.g., Van Eekelen et al., 2006) or to implement (e.g., Abrami et al., 2004) an innovative subject, we need to understand the underlying reasons that determine the consistency of behavior across…”
Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, background): “For instance, Abrami et al. (2004) examined teachers ’ use of cooperative learning in relation to their motivational beliefs—expectancy for success with cooperative learning, valuing of the technique, and perceived cost of using it.”
Faculty Motivation: A Gateway to Transforming Engineering Education (2014, background): “In a study grounded in EVT, Abrami, Poulsen, and Chambers (2004) also found that expectancy of success was the most important factor differentiating primary and secondary school instructors who use cooperative learning approaches from those who do not.”
Effects of the Attributes of Educational Interventions on Students’ Academic Performance (2014, background): “Abrami, Poulsen, and Chambers (2004) offer a related explanation.”
Challenges for cooperative learning implementation: reports from elementary school teachers (2017, background): “Time required for implementing cooperative learning is viewed as costly (Abrami, Poulsen, and Chambers 2004; Koutselini 2008–9).”
Trends in Peer Learning (2005, background): “Abrami, Poulsen, and Chambers (2004) found that expectation of success was the most significant factor distinguishing users and non-users of CL, suggesting a need for implementation support that impacts upon both teacher organisation skills and self-efficacy.”