TY - JOUR
T1 - STABILITY AND CHANGE IN AFFECTIVE CHARACTERISTICS OF TEACHERS
T2 - CAN COMPUTER ENVIRONMENT MAKE A DIFFERENCE?
AU - MEVARECH, ZEMIRA R.
AU - NETZ, NIRA
PY - 1991/6
Y1 - 1991/6
N2 - Summary. The purpose of the present study was to investigate the effects of Computer Assisted Instruction (CAI) on teaching self‐concept (TSC) and teachers' perceptions regarding allocated time to various instructional activities. Two groups of elementary school teachers (N=218) participated in the study: about half of the teachers (N=113) adopted a CAI system for drill and practice, while the others did not use computers in the classroom. All teachers were assessed prior to the installation of the CAI system in the schools and a year later. Results showed positive changes in affective characteristics of CAI teachers who were involved in school level decision‐making, while themain effects of CAI were not significant. The theoretical and practical implications of the findings are discussed. 1991 The British Psychological Society
AB - Summary. The purpose of the present study was to investigate the effects of Computer Assisted Instruction (CAI) on teaching self‐concept (TSC) and teachers' perceptions regarding allocated time to various instructional activities. Two groups of elementary school teachers (N=218) participated in the study: about half of the teachers (N=113) adopted a CAI system for drill and practice, while the others did not use computers in the classroom. All teachers were assessed prior to the installation of the CAI system in the schools and a year later. Results showed positive changes in affective characteristics of CAI teachers who were involved in school level decision‐making, while themain effects of CAI were not significant. The theoretical and practical implications of the findings are discussed. 1991 The British Psychological Society
UR - http://www.scopus.com/inward/record.url?scp=84981976108&partnerID=8YFLogxK
U2 - 10.1111/j.2044-8279.1991.tb00980.x
DO - 10.1111/j.2044-8279.1991.tb00980.x
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AN - SCOPUS:84981976108
SN - 0007-0998
VL - 61
SP - 233
EP - 239
JO - British Journal of Educational Psychology
JF - British Journal of Educational Psychology
IS - 2
ER -