ERIC Number: ED045606
Record Type: RIE
Publication Date: 1970-Nov
Reference Count: 0
The Development of Educational Programs: Advocacy in a Non-Rational System.
House, Ernest R.; And Others
A study was conducted to investigate empirically the nature of program development, testing Everett Rogers' model of collective adoption of an innovation against the data, and distinguishing between the developmental patterns of high and low quality programs. Subjects were 34 school districts representing a 10 percent sample of 340 districts receiving state funds through the Illinois statewide gifted program. Questionnaire and interview data were collected from directors, teachers, and students to rate programs in terms of quality; identify and quantify independent variables (55 were grouped into six types); and compile program case histories to discover distinct patterns of program development. The development of a new quality program was found to be dependent upon the interaction of a small number of powerful variables: size of the developing unit, the norms of the unit toward the innovation, the opinion leadership exerted within the district in behalf of the innovation, the status of the advocate within the system, and the contact of the system with the outside world. No districts followed the Tylerian "behavioral objectives" model, and Rogers'"adoption" model could not order data in appropriate temporal sequence. Data is most economically described by an "advocate" model of program development which incorporates sociological and political considerations. (Included are a 19-item bibliography and discussion of the advocate model and implications for educational change.) (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Illinois State Office of the Superintendent of Public Instruction, Springfield. Dept. of Program Planning for the Gifted.
Authoring Institution: Illinois Univ., Urbana. Center for Instructional Research and Curriculum Evaluation.
Identifiers: Class Activities Questionnaire; Illinois; Rogers (Everett M)