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Testing a Diffusion of Innovations in Education Model (DIEM) Mark K. Warford, Ph.D. Buffalo State College (State University of New York) Modern and Classical Languages 1300 Elmwood Ave. Buffalo, NY 14222 (716) 878-4814 (w) (716) 878-6730 (fax) warformk@buffalostate.edu ABSTRACT Following is a report on a questionnaire study based on the Diffusion of Innovations in Education Model (DIEM), which synthesizes research on educational innovations. The social system under study included foreign language teacher educators in eleven Southeastern states (N=83). Regional foreign language teacher educators were targeted for gathering data regarding the ACTFL (American Council on the Teaching of Foreign Languages) Proficiency Guidelines (1986), a language teaching innovation. In analyzing results, inferential statistics tested the weight of some of the DIEMs predictions about the nature of educational change. In terms of the models predictions, state mandates appear to hinder rather than facilitate adoption. However, results support the DIEM claim that innovation knowledge is associated with its adoption. While the DIEM provides conceptual clarity to research on change in educational settings, its usefulness as a way to explain and predict the success or failure of educational innovations in attaining adoption remains to be verified. 2 Search

Gerald Matthews
University of Cincinnati

Moshe Zeidner
University of Haifa

Richard D. Roberts
Center for New Constructs, Educational Testing Service
Personality plays a pivotal role in students experience of school, playing out its role in the relationships individuals share with peers and teachers, influencing classroom behavior, and contributing to academic achievement. Three educational applications of personality research may be distinguished (Braden, 1995). The first is studying the impact of normal variation in personality on outcomes such as motivation, social orientation, and learning. The second application is the study of abnormality and exceptionality. Educators need diagnostic tools for identifying individuals requiring special treatment because of dysfunctional personality, and also for recognition of the unusually gifted. The third application is facilitating educators management of personality variation. Examples include implementing treatment programs for disturbed children, tailoring instruction methods to the individual, and training social-emotional skills (Greenberg et al., 2003).

These applications draw upon many different approaches to the study and implementation of personality models in the classroom. In this chapter,we focus primarily on the dimensional approach to personality, which describes multiple continuous traits, as opposed to typological descriptive schemes or idiographic case studies. The latter approaches are, of course, essential in understanding the individual, especially in the clinical context; to do them justice though would seemingly require an entire volume. Thus, this review will be limited to three types of psychological construct that play a pivotal role in the educational setting: (a) dispositional constructs, including personality traits and related stable personal qualities, (b) mediating processes that are influenced by traits and transmit their behavioral and experiential effects (e.g., coping with stress), and (c) educational outcomes such as promoting well-being, addressing problem behaviors, and improving academic achievement. The remainder of this introduction is structured as follows. First,we reviewthe key dispositional constructs for educational psychology. Second, we highlight the main mediating processes and outcomes to which personality traits relate and overview the applied relevance of personality assessment. Third, given that the chapter focuses also on affect, we review relations between personality and emotion. Our intention is to establish some of our assumptions and frames of reference from the outset and to provide a compelling rationale for the particular focus that we have adopted throughout this chapter.

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October - 2002 A Study of the Relationship Between Tutor's Personality and Teaching Effectiveness: Does Culture Make A Difference?
Bobbie Open University of Hong Kong Abstract Good tutoring requires appropriate interpersonal and pedagogical skills. Tutor personality is a major factor affecting how tutors communicate and deals with students, and yet it is a largely unexplored context of distance education. Using the Chinese Personality Assessment Inventory (CPAI)* Chan

this paper examines how the personality of tutors affects their teaching effectiveness at a distance learning institution in Hong Kong. The results are compared to those reported by Chan (2001) in a similar study using the Myers-Briggs Type Indicator (MBTI). The results indicate that certain scales on the Chinese Tradition factor of the CPAI are significantly related to tutors teaching performance, and that the MBTI could not subsume all the CPAI scales. Future research with the CPAI should explore whether this Chinese Tradition factor is unique to the Chinese culture or whether it comprises elements of a universal domain useful in understanding key interpersonal aspects of personality that have been absent from Western personality inventories. Keyword: Chinese Assessment Inventory; tutor effectiveness; MyersBriggs Type Indicator; personality; Chinese Special thanks to the developers of the Chinese Personality Assessment Inventory (CPAI): Prof. Fanny Cheung, Prof. Kwok Leung, Prof. Song Weizhen, Dr. Zhang Jianxin, and Zhang Jianping, who granted permission to use the instrument for this study. Education involves human relationships; human interaction and distance education is no exception. During the past few decades, distance education has become an increasingly popular and widespread mode in response to adult learners need for individualized and decentralized educational opportunities. Tutors and tutorials are important components within a distance education system. Distance education providers offer structured materials to guide students, enabling them flexibility in choosing where and when they study. Tutors act as a crucial link between the University and its students, and tutorials provide a great opportunity for face-to-face interaction between and amongst students and their tutors. Tutors are content experts who must cope with heterogeneous student group(s). Distance learners are mostly working adults and tend to be more intrinsically motivated than their younger counterparts (Harper and Kember, 1986). Distance learners also tend to rely more on a deep learning approach than school-leavers, who mainly rely on rote learning (Watkins and Hattie,

1981; Watkins, 1983). As Beaudoin (1990) states, tutors engaged in distance education must be adept at facilitating students learning by paying particular attention to process, rather than their work being confined to selecting and sharing content. Building on previous research findings that the environment is, to a large extent, influenced by the teacher (e.g., Deci, Schwartz, Sheinman, and Ryan, 1981a; Deci, Nezlek, and Sheinman, 1981b), this paper defines an effective tutor as the one who uses autonomysupportive strategies instead of controlling strategies to assist students to become independent learners. Good tutoring requires a repertoire of appropriate interpersonal and pedagogical skills. Tutor personality is a major factor affecting how they communicate and deal with their students; however, it is a largely unexplored context of distance education. Using the Myers-Briggs Type Indicator (MBTI), Chan (2001) investigates the impact of personality types of tutors on their teaching effectiveness at a distance learning institution in Hong Kong. The results revealed that tutors characterized by a high degree of extraversion were more effective in the classroom environment. Yet no statistically significant difference was found with respect to other personality dimensions. The MBTI is probably the most widely used personality measure in occupational and counseling psychology. However, because it was developed in the West, most studies using this measure have been restricted to North American contexts. Whilst the use of MBTI did not yield particularly significant result in Chan (2001), this paper replicates that study using the Chinese Personality Assessment Inventory (CPAI), which consists of personality constructs of specific interest to people of Chinese culture personality constructs not covered in most of the translated personality inventories. The aim of this paper is to explore whether a culturally specific instrument will be a more comprehensive measure, one that works to reveal particular distinctive factors in the relevant culture. Tutors Roles, Personality, and Classroom Environment The concept of self-learning is heavily emphasized in distance education. Tutors are leaders, facilitators, and coaches of their tutorials (Barrows,

1992). Aspects of tutors role in tutorials encompass answering queries, clarifying points, diagnosing misconceptions, providing alternative explanations, assisting students to relate material to their individual situations, and helping with the application and practice of principles. Another important aspect of tutors role is that of assisting students to become independent learners. With tutor guidance, students can be encouraged to dig deeper and to explore the unknown to support their ideas, thoughts, comments, and feelings. How tutors teach is critical to learning, and how they create and foster learning environments that promote creative thinking and problem-solving skills in students is of vital importance. For example, tutors use of diverse methods and strategies in presentation of subject content, in leading discussions and debates, and in encouraging small group interactions, helps to nurture student curiosity. These approaches encourage students to study issues from contrasting views. An innovative tutor can create ways to build mutual successes between themselves and students. Therefore tutors must be able to tolerate new ideas and differences of opinion. They must also be willing to venture fresh avenues of teaching and learning, and consider what triggers, inspires, and motivates students intellectual and individual interests (Barrows, 1992). Tonelson (1981) suggests that teacher personality can affect student learning outcomes via the psychological environment of the classroom. Research indicates that a teachers motivating style is an important educational construct (Deci et al., 1981a; Ryan and Grolnick, 1986) because it affects students developmental and academic outcomes (Deci and Ryan, 1987; Deci, Vallerand, Pelletier, and Ryan, 1991; Reeve, 1996). Yet how do teachers motivate students in their studies? A number of researchers (e.g., Deci et al., 1981a; Reeve, 1998; Ryan and Grolnick, 1986) suggest that teachers motivate students using interpersonal styles that range from highly controlling to highly autonomous and supportive. Highly controlling teachers use rewards, threats, deadlines, etc., to control student learning outcomes. The teachers goal is to control students goals and behaviours toward a prescribed end. On the other hand, relatively autonomy/ supportive teachers encourage students to pursue self-determined agendas, and foster and support students initiatives and intrinsic motivation (Deci et al.,

1981b). Their goal, in this instance, is to strengthen students autonomous self-regulation. In order to become independent and to develop the ability to solve problems and to be able to learn on their own, distance learners must not be put into passive learning situations where tutors determine what should be learned, to what depth, and in what sequence (Barrows, 1992). Instead, students must practice dealing with problems and learn to identify what they need to learn. To facilitate student independence and foster students critical thinking and self-directed continuous learning, tutors should guide students in their thinking, stimulating them to be reflective, carefully reasoning thinkers not impulsive ones. Students should become independent problem solvers and self-directed learners. In this regard, effective tutors in a distance education system should adopt autonomy-supportive strategies, which seem to be more appropriate than controlling strategies in teaching distance learners. Compared to students who have been taught by controlling teachers, students with autonomy/ supportive teachers report greater perceived academic competence (Deci et al., 1981a; Ryan and Grolnick, 1986), higher academic intrinsic motivation (Deci et al., 1981), greater creativity (Amabile, 1979; Koestner, Ryan, Bernieri, and Holt, 1984), more mastery motivation (Ryan and Grolnick, 1986), preference for optimal challenge (Pittman, Emery, and Boggiano, 1982; Shapira, 1976), greater conceptual understanding (Benware and Deci, 1984; Flink, Boggiano, Main, Barrett, and Katz, 1992; Boggiano, Flink, Shields, Seelbach, and Barett, 1993; Grolnick and Ryan, 1987), positive emotionality (Patrick, Skinner, and Connell, 1993; Ryan and Connell, 1989; Williams, Weiner, Markakis, Reeve, and Deci, 1994), lower dropout rates (Vallerand, Fortier, and Guay, 1997), as well as higher academic performance (Boggiano et al., 1993) and achievement (deCharms, 1976; Flink et al., 1992). Indeed, Kagan and Grandgenett (1987) observe that a sizeable body of empirical research reveals consistent relationships between teachers personality traits and their preferred instructional style. For example, Lorentz and Coker (1977) found significant relationships between teachers scores on the MBTI and the

behaviour of their students, concluding that teacher personality influenced the way in which students reacted in class. Using the MBTI and another instrument, Fisher and Kent (1998) found significant associations between teacher personality type and perceptions of classroom environment. For example, both students and teachers perceived greater student cohesiveness in classes taught by extraverted teachers. Whilst these studies are related to teaching and learning in high schools, personality characteristics and classroom management behaviours seem to be related in particular patterns. Barrett (1991) shows that certain personality types have a positive relationship to a number of important teaching effectiveness competencies and that certain styles have greater ease or difficulty in achieving high effectiveness scores. Hamza and Nashs (1996) study shows that teachers of particular character traits are better able to foster a learning environment that promotes creative thinking and problem solving skills. Student teacher anxieties related to practice teaching David P. Ngidi and Patrick T. Sibaya* Faculty of Education, University of Zululand, Private Bag 1001, KwaDlangezwa, 3886 South Africa psibay@pan.uzulu.ac.za; dngidi@pan.uzulu.ac.za * To whom correspondence should be addressed We investigated anxieties experienced by student teachers with regard to practice teaching. The Student Teacher Anxiety Scale (STAS) and Eysenck Personality Questionnaire (EPQ) were used to determine the relationship between student teachers personalities and their anxiety levels. Three-way analysis of variance (Anova) was used to analyse the mean scores obtained on student teachers biographical variables. The findings indicated that the dimension of neurotic personality is significantly correlated with professional preparation as well as with an unsuccessful lesson. The results also showed significant three-way interaction effects of student teachers biographical variables (gender, age and grade placement) on practice-teaching related factors such as evaluation and an unsuccessful lesson. The findings are discussed and improvement on practice teaching suggested.

Andrew J.Wayne and others (2008) studied 'Experimenting with Teacher Professional Development: Motives and Methods'. He concludes in his study explains that the benefits offered by experiments in addressing current research needs andfor those conducting and interpreting such studiesdiscusses the unique methodological issues encountered when experimental methods are applied to the study of Professional Development. C.Day; P.Sammons and Q.Gu (2008) studied 'Combining Qualitative and Quantitative Methodologies in Research on Teachers' lives, Work and Effectiveness: From Integration to Synergy'. This study disclosed that the advantage of synergistic approaches is their consideration and combination of a greater range of data, resulting in more nuanced, authentic accounts and explanations of complex realities. Gregory J.Palardy and Russel W.Rumberger (2008) studied 'Teacher Effectiveness in First Grade: The importance of Background Qualifications, Attitudes, ad Instructional Practices for Student Learning'. The results indicate that compared with instructional practices, background qualifications have less robust associations with achievement gains. These findings suggest that the No Child Left Behind Act's "highly qualified teacher" provision, which screens teachers on the basis of their background qualifications, is insufficient for ensuring that classrooms are led by teachers who are effective in raising student achievement. Karen Douglas (2009) studied 'Sharpening our Focus in Measuring Classroom Instruction'. The investigator has contributes to this task by sharing theoretical and practical viewpoints based on systematic programs of mixed methods research. The value of this body of research is reinforced through evidence of its impact on teaching practices and student learning. A glance though the major review works of Bhola (1965), Havelock (1973), Rogers and Shoemaker (1971) would reveal the absence of any research on change-proneness. Though Bhola's contribution 'innovation' research and theory. Havelock's attempt on planning for innovation through

dissemination is on utilization of knowledge. Rogers and Shoemakers commendable work on communication of innovation a cross culture approach, reveal some striking aspects in this field, they being very strange and novel, fail to enable other researches to make attempts and pursue their studies and as a result this remains totally in gloom and unexplored. Alex Kostogriz, University of Queensland (2002) studied 'Teaching Literacy in Multicultural Classrooms: Towards a Pedagogy of Third space'. The study made on 'dialectic' of pedagogic spaces and the political strategy of Thirding in classroom communities of difference is examined, to suggest how this approach may be used productively in re-conceptualizing literacy pedagogy in/for conditions of multicultural life. Amoaba Gooden, Kent State University (2008) studied 'Community Organizing by African Caribbean People in Toronto, Ontario'. The author argues that community organizing was an instinctive initiative of African Caribbean people. Historically, Black community organizational agenda, although owing much to its own resourcefulness and fortitude, was intimately connected to the influence and strength of the larger White population. Racism and social exclusions were the major external factors influencing the majority of African Caribbean institutional building. Gerardo R.Lopez and Vanessa A.Vzaquez (2009) probed into 'They don't speak English': Interrogating (racist) ideologies and perceptions of school personnel in a Midwestern state'. this research finds that school officials increasingly employ assimilationist ideologies that not only privilege the English language, but view Latino students and their families as intellectually and culturally inferior. Heather Jean Brookes, University of the Witwatersrand (1995) studied 'Suit, Tie and a Tough of Juju- - The Ideological Construction of Africa: A Critical Discourse Analysis of News on Africa in the British Press'. This study examines the ideological construction of Africa through a critical discourse analysis of news on Africa in the British press. The analysis illustrates how the features of this discourse combine to produce particular meanings which give rise to a neo-colonial racist representation of Africa

and Africans. The role of this discourse in reproducing the racist perceptions of Africa and Africans in Western society and in maintaining Western hegemony is discussed; and the question of this discourse's relationship to other racist discourses in European society is also raised. Nageswara Rao, Dr.U (1999) in his unpublished research paper presented at regional seminar at R.I.E., Mysore and International seminar at New Delhi on Origin Pawn Ideology' as component of Teacher empowerment in relation to schools effectiveness. The major findings of the study are (1) Male teachers are more of origin type than Female Teachers. (2) Urban Teachers are more Origin-oriented than Rural Teachers. (3) Teachers working in Aided Schools are more of Origin Type than Teachers working in Government, Missionary and schools managed by local bodies. (4) The impact of origin type teachers who are empowered, yield good scholastic achievement and school effectiveness. K.Ravi (2001) in his unpublished M.Ed., Degree Dissertation presented at Andhra University, Visakhapatnam on origin pawn ideology in relation to acceptance among administrators and cooperative nature among faculty members in Krishna District. The major findings of the study are (1) Female Teachers are more origin oriented than male teachers; (2) Urban teachers possess more origin oriented nature than Rural Teachers; (3) Postgraduate trained teachers are more origin oriented than graduate trained teachers; (4) B.Ed., Assts., are more origin than secondary school teachers; (5) different span of experience do not have significance of difference among selected sample of secondary school teachers; (6) the age group below 45 years and above 45 years age groups of teachers working in secondary schools have no significance difference in the possession of origin pawn ideology and (7) regarding intervening variable i.e., type of management, teachers working in Aided schools, Missionary schools, Municipal schools and finally Zillah Parishad schools occupy first, second, third and last positions in the possession of origin pawn ideology. There are adequate number of studies in quality and quantity on Teacher Change-Proneness and Pawn Ideology, but very few studies are found on

relationship between Change-Proneness and Origin Pan Ideology among Teachers. In respect of the Change-Proneness of teachers it is observed that Andrew J.Wayane (2008) attempted the benefits offered by experiments in addressing current research needs. C.Day and others (2008) probed into Combining Qualitative and Quantitative Methodologies in research on Teachers'. Kristie Jones Newton (2008) investigated An Extensive Analysis of pre-service elementary teachers' knowledge of fractions'. Whereas, Mukhopadhayaya and Sexena (1980) studied The Factors contributing to Teachers' Change-proneness' While Dr.U.Nageswara Rao (1999) studied The Change-Proneness among Primary School Teachers as determining factor to meet the needs of hard-to-hard'. In respect of studied on Origin Pan Ideology, the investigator observed the studies of Alex Kostogriz, University of Queensland (2002) on Teaching Literacy in Multicultural classrooms towards Pedagogy of Thirdspace'. It is also observed that Heather Jean Brookes, University of Witwatersrand (1995) made an attempt on Suit, Tie and Tough of Juju The Ideological Construction of Africa A Crucial discourse analysis of news on Africa in the British Press'. Whereas, Dr.U.Nageswara Rao (1999) investigated into Origin Pawn Ideology as component of Teacher in relation to schools effectiveness'. Hence, this study is made to find the significance of relationship between Teacher Change-Proneness and Origin Pawn Ideology among the selected sample of Degree College Teachers in Vizianagaram District.

Teacher: The term teacher' in this study is used to refer the Lecturers working in Degree Colleges in Vizianagaram District only. Teacher Change-Proneness: Change-Proneness, though quite recent in origin, with astonishing rapidity has become almost a catch word. It is the tendency to accept anything, which is new, novel, to be imbibed in their style of work. It is the state of flux and dilemma brought about by devotion to a cause, which may promote and result at expected rewards or fail to produce unexpected revolts (Uday Koundinya, 1999). To measure the Change-Proneness of the Teachers, it was designed with four dimensions viz., Innovativeness, Hesitating Nature, Consideration and Acceptance of help.

Implications of the Study: From the above study it is observed that though there is positive relationship between the aspects Change Proneness and Origin Pawn Ideology but it is found low. This indicates that though the Change Prone among the College Teachers is in advantage position, their Origin is less in nature. This indicates that the College Teachers have confined their profession in regular routine manner instead of introducing new concepts and techniques while in their Classroom Teaching. Regarding comparison of Change-Proneness among the College Teachers with reference to variables viz., Sex, Locality, Age, Marital Status, Qualification, Experience and Type of Management, it is found that the Male, Urban area, Above 40 years Age, Below 20 years experience and Unaided College Teachers are possessed higher Change-Prone than their Counterparts, which is an indication to the academic administrators to examine the differentiation among the College Teachers so as to enhance the quality among the faculty members.

Regarding comparison Origin Pawn Ideology among the College Teachers with reference to the variables viz., Female, above 40 years age, Unmarried, Post-graduate with M.Phil., Post-graduate with Ph.D., above 20 years experience and Unaided category College Teachers possessed higher means than their counterparts, which is an indication to the curriculum designers as well as academic administrators to consider these results and it is essential to provide better environment and encourage the faculty members to adopt new techniques of classroom teaching so as to enhance the quantity and quality in methods of teaching. Regarding the comparison between high and low category of College Teachers in respect of Change-Proneness and Origin Pan Ideology aspects, it is found that the mean differences are very high. This indicates that though the College Teachers possessed more change-prone, but their ideology and new techniques in teaching subjects could not be attempted on account of various academic and administrative reasons. Therefore, this is very essential to reconsider to change the policies and practices in respect of academic activities of these institutions so as to enable the teacher to produce better citizens to the Indian society. Suggestions for further Research: An analytical study of Personality as an allied correlate of ChangeProneness may be attempted. A study of Origin Pawn Ideology and its impact on Professional Competency among Secondary School Teachers may be conducted. A Comparative study of Change-Proneness among competent teachers may be attempted. A Study of teacher origin pawn ideology and professional pleasure is influencing factors to enhance teacher effectiveness. A Study of Change-Proneness and effective classroom practices as influencing factors to enhance the quality.

A comparative study of adjustment and Origin Pawn Ideology among high and low creative teachers may be conducted. A study of Change-Proneness and Burnout as stumbling blocks in their Professional competency may be conducted. A study of Origin Pawn Ideology and its impact on Academic Achievement may be conducted. A similar attempt may be made on Change-Proneness in relation to teaching competencies may be conducted. A analytical study of Work Orientation and Origin Pawn Ideology may be useful attempt. An investigatory probe into the aspect which influence the Changeprone and Institutional complex may be studied. Thus, the exhaustive list of suggestions, which feasible for further researches in the related areas of this research problem, which will definitely enhance the vistas in these areas, though all these will constitute a speck of knowledge in the ocean of wisdom BIBLIOGRAPHY Aggarwal, J.C., Educational Research An Introduction', Arya Book Depot., New Delhi. Aggarwal, J.C. (1964), Thought on Education', Arya Book Depot, New Delhi, 1964. Alex Kostogriz, University of Queensland (2002), 'Teaching Literacy in Multicultural Classrooms: Towards a Pedagogy of Third Space', Paper Presentation at the Annual Conference of the Australian Association for Research in Education, December, 2002, Sage Journal (online).

All Port, G.W., Personality Psychological Interpretation', Mc.Graw Hill Book Co., New York. Amoaba Gooden, Kent State University, USA k(2008), 'Community Organizing by African Caribbean People in Toronto, Ontario', Journal of Black Studies, Vol.38, No.3, Pp.413-426, 2008, Sage Journal (online) DOI: 10.1177/ 0021934707309134. Anastasi, A., (1961), Psychological Testing', The Mac.Millan & Co., New York. Andrew J.Wayne, American Institutes for Research, Washington DC,; Kwang Suk Yoon; Peizhu; Stephanie Cronen and Michael S.Garet, (2008), 'Experimenting with Teacher Professional Developmet: Motives and Methods', Journal of Educational Researcher, Vol.37, No.8, Pp.469-479, 2008, Sage Publications (online) DOI:10.3102/0013189X08327154. Barr, A.S., (1961) The measurement prediction of teaching efficiency A Summary of investigation, Journal of Experimental Education. Best, J.W., (1990), Research in Education', 6th Edition, Prentice Hall of India Pvt., Ltd., New Delhi. Bigge & Hunt (1962), Psychological foundations of educati DOI:

10.1080/02607479550038716 Shirley Grundy & Elizabeth J. Hatton pages 7-24 Version of record first published: 03 Aug 2010 Alert me

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This paper reports a qualitative study of teacher educators which investigated teacher educators' ideological discourses. A number of ideologies were found to inform the work of the teacher educators who participated in the study. While multiple ideologies are discernible, the social orientation tends towards conservatism rather than transformation. The paper concludes with the claim that the recognition of multiple conservative discourses allows more possibilities for change in teacher education than might be possible if the conservative social orientation was understood as a single hegemonic ideology