Implementing an innovative 'fit breaks' program with elementary school teachers in cohort and non cohort groupings: issues of attitude, adoption, creativity and engagement

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dc.contributor.advisorKatz, Larry
dc.contributor.authorHelm, Joanne B.
dc.date.accessioned2017-12-18T21:21:20Z
dc.date.available2017-12-18T21:21:20Z
dc.date.issued2007
dc.descriptionBibliography: p. 135-144en
dc.description.abstractImplementation of innovations for classroom use is commonplace for teachers. The objectives of this investigation were to use innovation and change theory research to develop a model of the linear nature and stages of change; to examine the effect of treatment (training and support visits by the researcher as a change agent) on the attitudes and beliefs of teachers implementing a new educational program, F.I.T. Breaks; to evaluate the F .I. T. Breaks program; and to revise the Model based on the study outcomes. First, the Helm-Katz Model was developed to address issues such as need for change, drivers of change, willingness or unwillingness to participate, and implementation, re-invention, or celebration of change. Next, 36 teachers were recruited and non-randomly assigned to either a Cohort group, which received training, support, and weekly meetings, or a No Training group, which only received materials at the beginning of the study. Data was collected via three questionnaires, logbooks, and a follow-up email. Factor analysis and calculation of composite variables (Level of Engagement and Level of Creativity) was used to reduce the data set. MANOV As followed by ANOV As were performed on the derived factors and composite variables and compared between the two treatment groups before and after the study. Comments on the questionnaires were classified and tabulated. There was a difference after implementation between the Cohort group and the No Training Group on a factor concerning belief that the program benefits students (significant at P = 0.027) and a factor concerning program use and enjoyment (trend at P = 0.123). Additionally, ANOV As identified two non-significant variables of interest. A factor concerning benefit and recommendation of the program was higher in the Cohort group, and the number of comments on the Post-Study was higher in the No Training. Evaluation of teacher comments revealed that the F.I.T. Breaks program was highly successful. The Helm-Katz model was redesigned with respect to the role of the change agent, effect of the complexity of the change on intention, and importance of both engagement and creativity in the adoption of an innovation.en
dc.format.extentxi, 219 leaves : ill. ; 30 cm.en
dc.identifier.citationHelm, J. B. (2007). Implementing an innovative 'fit breaks' program with elementary school teachers in cohort and non cohort groupings: issues of attitude, adoption, creativity and engagement (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/1088en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/1088
dc.identifier.urihttp://hdl.handle.net/1880/102089
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleImplementing an innovative 'fit breaks' program with elementary school teachers in cohort and non cohort groupings: issues of attitude, adoption, creativity and engagement
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1720 520492237
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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