ERIC Number: ED032649
Record Type: RIE
Publication Date: 1968
Reference Count: 0
An Attempt to Implement a Major Educational Innovation: A Sociological Inquiry.
Gross, Neal; And Others.
This study attempted to isolate factors that inhibit and facilitate the implementation phase of the process of planned organizational change. The study was made of an innovation--the radical redefinition of the role of the teacher--which was introduced into a small elementary school in a lower class urban area. Data collection procedures included nonparticipant observation, informal discussions, formal interviewing, systematic observations of classroom, and self-administered questionnaires. The implementation failed. The report concludes that the extension of theory with respect to the implementation of proposed organizational changes must take into account: (1) Staff resistance as a potential obstacle, (2) the clarity of an innovation, (3) members' capability to perform it, (4) the existence of necessary materials and resources, and (5) the compatibility of organizational conditions with the innovation. In addition, resistance to change may emerge after the introduction of an innovation and can vary over the period of time during which implementation efforts are made. Included are a review of the literature and a bibliography. (MF)
Descriptors: Administrators, Black Education, Educational Change, Educational Innovation, Educational Objectives, Elementary Schools, Lower Class, Organizational Change, Organizational Climate, Questionnaires, Teacher Behavior, Teacher Motivation, Teacher Role, Urban Areas, Urban Schools
Publications Office, Longfellow Hall, Appian Way, Cambridge, Mass. 02138
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Harvard Univ., Cambridge, MA. Center for Research and Development in Educational Differences.