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ERIC Number: ED129762
Record Type: Non-Journal
Publication Date: 1976-Oct-1
Reference Count: N/A
Adaptation, Documentation, Evaluation: Where Do These Concepts Fit in Educational Research, Development and Dissemination.
The concepts of educational research, development, and dissemination can be examined and defined so that a framework in which the relationship of each to adaptation, documentation, and evaluation can be visualized. Using the Teacher Corps Projects, a component of the federal research and development effort, as a concrete example, it can be seen that its demonstration functions are in actuality a form of dissemination of educational innovation. In any Teacher Corps project, three cycles must occur: adaptation (site-specific arrangement of the process or product); documentation (recording of events during adaptation and implementation); and evaluation (measurement of documented effects against expected outcomes). These cycles occur constantly, not only during dissemination, but also during research and development. In research, the adaptation cycle is synonymous with hypothesis generation; documentation may be called experimentation; and evaluation is called validation analysis. In development, the cycles are called invention, field testing, and summative analysis, respectively. Since the key function of dissemination is to make research and development information known in a useable form, projects such as the Teacher Corps support the research and development efforts when they describe how they adapt, demonstrate, analyze, and judge the innovation. By examining such projects it can be seen what works in classrooms to improve the quality and relevance of education. (MB)
Descriptors: Change Agents, Demonstration Programs, Documentation, Educational Development, Educational Research, Evaluation, Information Dissemination, Research Methodology
New England Program in Teacher Education, Box 550, Pettee Brook Offices, Durham, New Hampshire 03824 (No price quoted)
Publication Type: Books
Education Level: N/A
Authoring Institution: New England Program in Teacher Education, Durham, NH.