ERIC Number: ED203461
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Toward an Implementation Paradigm of Educational Change.
Besides identifying current problems in educational change research, this document describes the inadequate paradigm on which past research has been based and outlines a currently emerging paradigm of educational innovation. The author asserts that previous research findings have been inconsistent and not comparable. Basic to the research problems has been the "technological-experimental" paradigm of the 1950s-1960s, which perceives school innovation as a process of experimentally testing and replicating uniform new technologies and then disseminating the best technologies to schools. The paper sketches three general propositions of the emerging paradigm. First, outcomes of educational innovation depend mostly on implementation. Second, the educational change process includes three nonlinear subprocesses: mobilization, implementation, and institutionalization. Third, the outcomes of educational innovation are based on each innovation's contextual conditions and time frame. For future research in this paradigm, the author suggests five categories of contextual conditions, including (1) district, school, student, and community characteristics; (2) attributes of the innovation and of change efforts; (3) local policy choices on participation and other matters; (4) variation in attitudes, planning, and other factors within the change process; and (5) external factors such as funding or regulation. (RW)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Identifiers: Technological Perspective
Note: Some pages may reproduce poorly due to light print of original document. For related documents, see EA 013 645-650.