ERIC Number: ED284352
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: 0
The Renewed Primary School in Belgium: Analysis of the Local Innovation Policy.
The Renewed Primary School project in Belgium is analyzed in this paper in terms of organizational response to a large-scale innovation, which is characterized by its multidimensionality, by the large number of participating schools, and by a complex support structure. Section 2 of the report presents an elaborated description of these characteristics. As local organizations, schools react differently to project implementation. From 1981-85, local organizational reactions were analyzed and four general types of local innovation policy emphases were distinguished: planning, interaction, risk avoidance, and cooptation. The nature of the local innovation policy influences the degree of implementation of project innovation goals. Data in section 3 illustrate the relationship between policy type and degree of implementation. The report analyzes the importance research has given to exploring the complex relationship between the local innovation policy and the degree of implementation. In the search to understand why some schools change successfully and others do not, recent attention is focusing on differences in local school context as an explanation for sporadic positive outcomes. Such examination is recommended to improve administrators' and researchers' understanding of conditions under which change initiatives succeed and fail. (CJH)
Descriptors: Administrator Role, Demonstration Programs, Educational Innovation, Elementary Education, Foreign Countries, Long Range Planning, Organizational Change, Organizational Climate, Organizational Theories, Program Effectiveness, Program Implementation, Research and Development, Research Utilization, School Policy
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Administrators; Practitioners
Authoring Institution: N/A
Identifiers: Belgium; Policy Implementation
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).