ERIC Number: ED040976
Record Type: RIE
Publication Date: 1970-May
Reference Count: 0
Innovation Problems and Information Needs of Educational Practitioners.
Rittenhouse, Carl H.
This study was planned to design, analyze, and field test procedures for identifying those operating problems of education practitioners which may be partially solved by making recent research developments available, and to identify the specific types of substantive and methodological information which the target audiences in elementary and secondary schools and in institutions of higher learning require to make decisions about education improvements. The primary method used was the mailed survey, with some interviews, and a second questionnaire was sent to a sample of the respondents to the first, asking them to list the specific types of information needed, indicate where they have been able to obtain it, and show how useful it had been in helping them to make a decision. Results showed that the search for information is often disorganized. Larger school districts have generally adopted more innovations than smaller ones, and have better access to information, the preferred source being direct contact with personnel in other districts, supplemented by the extensive use of printed material, professional libraries, and information services. Clarity and conciseness are regarded as of primary importance. In higher education institutions special information is frequently obtained from institutions involved in similar changes, while some have set up long range planning and research activities. (MBM)
Descriptors: Classes (Groups of Students), Differentiated Staffs, Dropouts, Ecology, Environmental Research, Evaluation Methods, Family Life Education, Flexible Scheduling, Health Programs, Individualized Instruction, Information Needs, Information Sources, Information Utilization, Interdisciplinary Approach, Nongraded Instructional Grouping, Program Budgeting, Research Utilization, Social Sciences, Vocational Interests
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Research Inst., Menlo Park, CA.