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ERIC Number: ED082369
Record Type: RIE
Publication Date: 1973
Pages: 139
Abstractor: N/A
Reference Count: 0
Measuring the Implementation of Differentiated Staffing: A Comparison of Two Elementary Schools.
Charters, W. W., Jr.
Questionnaires were administered to the staffs of two elementary schools as part of a program to identify salient forces within schools that facilitate or inhibit the implementation of educational innovations. One school, an "experimental" school, was engaged in a district differentiated staffing project; the other, a "control" school, was a conventional school of similar size and student clientele. Findings indicate that two general inferences may be drawn about the innovative process. First, some structural changes are almost inescapable in an innovating school and its work system, and the consequences of such changes are not always congruent with the innovation intended. Secondly, major implementation projects normally have "disruptive effects" that divert teacher attention away from those duties they regard as their foremost responsibility. These circumstances constitute the hidden costs of change and should be recognized in advance in order that false expectations of success are not entertained and provisions can be made during the implementation phase for minimizing or absorbing these expectations. When excessive, the costs of change carry the imminent threat of staff disaffection with the innovation. (Author/WM)
Publications Department, CASEA, 1472 Kincaid Street, Eugene, Oregon 97403 ($3.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.; National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Advanced Study of Educational Administration.