ERIC Number: ED159778
Record Type: RIE
Publication Date: 1977-Jun
Reference Count: 0
Participatory Planning in a School District: A Study Using Three Theoretical Approaches.
Edlefson, Carla; And Others
Traditionally, studies of educational innovations have based evaluations on accomplishment of officially-stated ends. This study, however, explores alternative theoretical frameworks for evaluation. Project Redesign took place in an upper-middle-class suburb with the pseudonym "Meadow City." The project was funded by the National Institute of Education as an attempt to redesign the educational system to meet changing societal needs. It was a large-scale participatory planning project involving scores of parents, teachers, and administrators. Evaluating the project using a "rational evaluation model" calls for judging the quality of the decisions and outcomes of the project. Judged in this light, the project was not a success. However, another evaluation model, the "organized anarchy model," is based on the assumption that planning is desirable in itself as an opportunity for organizational members to learn things, feel important, come together, and highlight important issues. Judged from this viewpoint, the project was valuable to the school district. Yet another evaluation model, the "symbolic interaction model," views planning as a renegotiation of the unwritten contract between the school system and its community. Viewed in this way, the project, merely by bringing together so many people to present their views on the meaning of education, was of significant value. (Author/JM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Palo Alto Unified School District, CA.
Note: For related documents, see ED 131 605 and ED 132 700