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ERIC Number: ED065415
Record Type: RIE
Publication Date: 1972
Pages: 21
Abstractor: N/A
Reference Count: 0
On Social Systems Theory as a Predictor of Educational Change: The Adoption of Classroom Innovations.
Hanson, Mark
Whether or not an innovation in education is accepted is often dependent upon its direct affect on the stability of the adopter. A framework of organizational theory provides structure and meaning for a study on differing positive/negative responses of distinct groupings of educators toward the adoption of innovative practices. Educational change occurs within the framework of a school system made up of six subsystems of students, teachers, principals, central office administrators, parents, and community; each subsystem tending toward a status quo and operating independently (although interdependently when required). In this study, involving the principal and the teacher subsystems, four educational innovations were selected and offered, each to impact in the "zone of indifference," likely to produce positive response, and in the behavioral "zone of reaction," likely to generate negative response and anxiety if confronted with change. Findings suggest that the educational subsystem required to make the greatest modifications in normal operating procedures will raise the highest level of resistance. This indicates that resistance can be predicted and furthermore, through identification of systems required to make the greatest changes, that it is possible to plan strategies that will help subsystems adapt to a program change. (SJM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A