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ERIC Number: ED162711
Record Type: RIE
Publication Date: 1978-Aug
Pages: 217
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Installation and Assimilation of Educational Innovations in Vocational/Technical Programs in Post-Secondary Institutions. Final Report.
Appel, Victor H.; Roueche, John E.
The factors which contribute to the successful installation and assimilation of educational innovations were examined in relation to vocational/technical programs in eight post-secondary institutions. About 555 instructors, administrators, and non-teaching professional staff were surveyed regarding the level and extent of use of individualized instruction and the viability of planned institutional change. One campus was selected to evaluate the intervention of an Action Research Team (ART). The 80 instructors showed a somewhat active level of investment in professional activities external to the college; had a tendency to view themselves as having substantial influence on their programs; and were internally-oriented individuals. On a ten-point scale, where high scores indicated favoring individualized instruction, mean scores of all respondents ranged from 5.8 to 8.4. Generally, respondents considered their institutions to be concerned with "achieving uniqueness" and "contributing to society." The schools ranged from those using individualized instruction on a primarily mechanical basis to those using it routinely. Results indicated that certain program areas lent themselves more readily to innovation. The ART intervention was successful in formulating an institutional renewal project. A literature review and bibliography are included and appendices contain a framework for analyzing innovation adaptation and instrumentation used in the study. (MB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Education (DHEW), Washington, DC. Div. of Adult and Vocational Research.
Authoring Institution: Texas Univ., Austin. Dept. of Educational Psychology.
Identifiers: Action Research Team
Note: Some pages may reproduce poorly due to lightness of type