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Staff, School, and Workshop Influences on Knowledge Use in Educational Improvement Efforts

Herbert J. Walberg and William J. Genova
The Journal of Educational Research
Vol. 76, No. 2 (Nov. - Dec., 1982), pp. 69-80
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27539945
Page Count: 12
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Staff, School, and Workshop Influences on Knowledge Use in Educational Improvement Efforts
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Abstract

To explore the validity of models for explaining educational staff use of professional knowledge, the ratings of the utilization impact of 72 workshops by 467 teachers and other participants were regressed on, and correlated with, their background characteristics, personal concerns, and psychological traits, their school characteristics and climate, and alterable features of the workshops. Controlled for the relatively non-alterable variables, knowledge use is significantly associated with school climate variables such as equality of staff treatment, goal direction, and capacity to deal with problems as well as workshop features such as clear advance explanations, job relevance, participant or consultant initiation of workshop, total hours of training, and specific methods of presenting knowledge.

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