ERIC Number: ED065454
Record Type: RIE
Publication Date: 1972-Apr
Reference Count: 0
The Effect of Educational Consultant Teams on the Acceptance of Innovations.
Sanders, John R.; Borich, Gary D.
This study reports the results of a systematic inquiry to assess the extent to which consultant teams had contributed to principals' acceptance of innovation. Data were based on the Institutional Change Model developed by an Educational Professional Development Act (EPDA) project. Participants of the study were principals of 12 elementary schools. Six schools contained educational consultant teams while, for control purposes the remaining six did not. Schools were selected from among 54 from 18 counties and 21 school corporations within the reach of university-based consultant teams. A two-part empirically validated questionnaire was individually administered to each of 12 participants. Part 1 of the questionnaire consisted of open-ended questions designed to a) identify innovations, b) determine the cause of innovations, and c) determine the value placed on the innovation. Part 2 of the questionnaire consisted of 24 Likert-type items designed to elicit participants' attitudes toward topics associated with the acceptance of innovation and individualized learning. Each participant was visited twice by the investigator. The results of the inquiry indicated that at the school level there was greater change in the predicated direction among schools using the model than among those not using it. The use of consultants, when an impasse occurred or more training was required, was critical to the successful implementation of the model. A 6-item bibliography and appendixes are included. (Author/MJM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Ohio State Univ., Columbus. Evaluation Center.
Note: Paper presented at the Annual Meeting of the American Educational Research Assn., Chicago, April 72