ERIC Number: ED199916
Record Type: RIE
Publication Date: 1978-Mar
Reference Count: 0
On the Conduct of Site Relations in Educational Research.
Paddock, Susan C.; And Others
Schools are often reluctant to be watched or studied, especially when their interests do not coincide with those of researchers. The development of good site relations can improve the chances of successful data gathering in such circumstances. In addition to acting with courtesy and respect, research teams can organize their site relations activities into four phases, including planning, development, maintenance, and dissemination. In the planning phase, a field coordinator is selected to oversee the site relations program. In the development phase, an overall plan of site relations is fashioned. Drafts of cooperative agreements with participating schools are composed. In this phase, a strategy is devised for eliciting sponsorship by large or well known research development agencies, who are capable of securing invitations by schools to allow researchers to present their proposals and secure approval to conduct research. The maintenance phase is the period of actual data collection. Field representatives work closely with site personnel to avoid unforeseen changes or problems. During this phase site visits are scheduled to promote personal contact, to gain valuable information not readily apparent in written data, and to secure feedback. Final reports to participants are composed in the dissemination phase. (JEH)
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; Oregon Univ., Eugene. Center for Educational Policy and Management.
Authoring Institution: N/A
Identifiers: Researcher Practitioner Relationship
Note: Elements of this paper were discussed at the Annual Meeting of the American Educational Research Association (Toronto, Ontario, March 27-31, 1978).