Sustaining the use of anchored instruction
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One of the goals of educational research is to develop effective instructional innovations. Recently attention has been drawn to the inconsistencies between what research has found to be effective and what is practiced in the classroom. Specifically, the factors involved in the sustained use of these effective practices continue to elude professionals. To delineate these factors, this study investigated the sustained use of one specific innovation, Anchored Instruction, in a secondary level English classroom. Case study methodology was used to collect data from a single teacher using observations, interviews, document reviews, and record reviews. Salient factors in sustaining change were planning, teacher benefits, peer use of a similar innovation, technology concerns, and time issues. Future research on the integration of technology and the model of professional development used by those training teachers to use anchored instruction will continue to contribute to the literature on sustainability of innovations.