Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning

Philip C. Abrami, Catherine Poulsen, Bette Chambers · 2004 · Educational Psychology

Summary. This study identifies why teachers adopt or reject cooperative learning in classrooms. Using expectancy theory, researchers surveyed 933 teachers and found that teachers' belief in their ability to successfully implement the innovation matters most. The study shows that professional development programs should focus on building teacher confidence and providing ongoing support tailored to individual classroom contexts.

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Abrami, P. C., Poulsen, C., & Chambers, B.. (2004). Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning. Educational Psychology. https://doi.org/10.1080/0144341032000160146

@article{abrami-2004-teacher-motivation-implement-educational-innovation,
  title   = {Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning},
  author  = {Philip C. Abrami and Catherine Poulsen and Bette Chambers},
  journal = {Educational Psychology},
  year    = {2004},
  doi     = {10.1080/0144341032000160146},
  url     = {https://doi.org/10.1080/0144341032000160146}
}

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TI  - Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning
AU  - Philip C. Abrami
AU  - Catherine Poulsen
AU  - Bette Chambers
JO  - Educational Psychology
PY  - 2004
DO  - 10.1080/0144341032000160146
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Details

DOI: 10.1080/0144341032000160146
Countries: Canada
Regions: North America
Categories: education, innovation-theory, general-innovation
Added: 2026-04-28