ERIC Number: ED201450
Record Type: RIE
Publication Date: 1977-Jun
Reference Count: 0
The Explanation of Educational Change: Case Studies in the Edgewood School Plan.
Bernal, Helen H.; And Others
The major thrust of this study in the Edgewood Independent School District's Experimental Schools Program in San Antonio, Texas, was the utilization of a conceptual model to understand and predict the factors affecting change in the project. Three treatments in the instructional program were selected for study: best paced mathematics, cultural advocacy, and the external high school program. Questionnaires seeking the perceptions of management and operations about the treatments were given to 318 administrators and teachers in 1976. A multivariate regression analysis was utilized to investigate four variables which were most useful in understanding and predicting change: (1) conditions indicative of a need or readiness for change; (2) involvement of system actors in the decision making process affecting the change; (3) effects of the treatment with respect to its intended outcomes; and (4) perceived support reported for its continuance. When contemplating change and predicting adoption/rejection in an educational system as a whole, conditions and effects were more important factors to both administrators and teachers than involvement in decision making, with conditions the most important factor. As predicted, the high school program was adopted, the mathematics treatment partially incorporated, and the cultural advocacy treatment dropped. (JD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: D.C. Development Associates, San Antonio, TX.
Identifiers: Edgewood Independent School District TX; Experimental Schools Program; Texas (San Antonio)
Note: For related documents, see RC 012 677 and RC 012 679-680.