Ideological impediments to instructional innovation: The case of cooperative learning

Yisrael Rich

    Research output: Contribution to journalArticlepeer-review

    33 Scopus citations


    I propose that teachers' ideological beliefs about education play a central role in determining whether instructional innovations are adopted by teachers and if implementation of the new method is sustained. Teachers' beliefs about the purpose of schooling and regarding the process of knowledge acquisition are discussed within the context of a cooperative learning instructional innovation. Systematic sources of variation in teachers' beliefs and how they affect decisions to adopt and implement teaching methods are considered. Some ways are suggested to utilize knowledge of these systematic sources of variation to enhance the design and outcomes of staff development programs for instructional innovations.

    Original languageEnglish
    Pages (from-to)81-91
    Number of pages11
    JournalTeaching and Teacher Education
    Issue number1
    StatePublished - 1990


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