ERIC Number: ED201441
Record Type: RIE
Publication Date: 1977-Feb
Reference Count: 0
Patterns of Federal Local Relationships in Education: A Case Study of the Rural Experimental Schools Program.
Corwin, Ronald G.
The roles of 10 federal program officers responsible for monitoring the progress and quality of rural educational change projects funded by the Experimental Schools program were explored through questionnaires, interviews, observation, and site visits. Despite differences in background, opinions, and perceptions of the officers, all 10 had to carry out the difficult and simultaneous responsibilities of 3 roles: contract manager, project advisor, and technical assistant, which differed in terms of the officers' intensity of involvement, type of communication with the project, basis of authority, and scope of influence. Potential for conflict increased when the role components were inappropriately combined. Based on the priorities the officers gave to the three roles, personal performance styles emerged, differing by the degree of involvement in the school district and directiveness in dealing with local personnel. Although program officers felt helpful, their impact was contingent on many interrelated factors, such as project stage, persistence of the federal agency, continuity of federal policies and expectations, and community attitudes. A major question emerged as to the appropriateness and feasibility of the federal government's entering into active partnership with local governments to influence or control the planning and implementation of local projects through advisory or technical assistance roles. (SB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Abt Associates, Inc., Cambridge, MA.
Identifiers: Advisor Role; Experimental Schools Program
Note: For related documents, see RC 012 670-675. This volume is one of a series of reports from the Longitudinal Study of Educational Change in Rural America.