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ERIC Number: ED249656
Record Type: RIE
Publication Date: 1982-Mar
Pages: 30
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
External Facilitators and Their Role in the Improvement of Practice. A Study of Dissemination Efforts Supporting School Improvement.
Cox, Pat L.; Havelock, Ronald G.
This paper describes one component of the Study of Dissemination Efforts Supporting School Improvement, which focused on the role that external facilitators play in helping schools implement new educational practices. The first part describes the external facilitator sample (95 respondents) and delineates the major formal role groups of external facilitators included in the sample: state facilitators, developer/demonstrators, and Title I developer/demonstrators, all from the National Diffusion Network; school-based developer/demonstrators engaged in locally developed projects (with ESEA Title IV-C funding); and state-administered developer/demonstrators. A brief discussion ensues concerning respondents' perceptions of their initial contact with schools. This is followed by a description of the kinds of assistance external facilitators gave to the schools, categorized according to the five stages of the adoption/implementation process: (1) intiating relationships, (2) assisting clients in deciding on new practices, (3) assisting clients in preparing for adoption, (4) assisting clients in implementing practices, and (5) followup activities. The last section concerns the effects of external agent assistance on local site outcomes in individually focused and school-focused models developed in the study. (TE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Department of Education, Washington, DC. Office of Planning, Budget, and Evaluation.
Authoring Institution: Network of Innovative Schools, Inc., Andover, MA.
Identifiers: Elementary Secondary Education Act; National Diffusion Network; Study of Dissemination Efforts Support Sch Improv
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).