ERIC Number: ED231584
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
A Study of Curricular and Instructional Change Processes in Rural High Schools.
Focusing on investigating processes of curricular and instructional change for the period 1976-82, the study examined change processes in 2 medium size (400-500 students) Vermont rural high schools not known for being innovative. The research framework was constructed around the change process model and accompanying subprocesses of mobilization, implementation, and institutionalization. Six weeks were spent in each school. Initial exploratory interviews were conducted with the professional staff. Questionnaires were distributed to subsets of that population according to their involvement with identified innovations. Relevant documents were analyzed, but observation was informal. Major instrumentation was drawn from Gene Hall's Concerns Based Adoption Model. The findings revealed that change occurred mainly within the framework of the subprocesses of mobilization, implementation, and institutionalization, and was usually a dynamic rather than linear process. These subprocesses became apparent through the identification of six types of voluntary innovations and two types of imposed innovations. The 80 voluntary innovations were primarily teacher adopted or developed with underlying stimuli primarily idiosyncratic and rooted in factors associated with motivating and relating to students. The principals played key supportive, facilitative and directive roles with both types of innovations and had a major effect on change through the organizational climates they helped to create and sustain. (Author/NQA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Concerns Based Adoption Model; Vermont
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 11-15, 1983).