ERIC Number: ED129845
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
Evaluating the Process of Educational Change: A Method.
Kester, Ralph J.
Response to change in educational institutions requires information about influential factors. The conceptual framework which guided this study views the process of change in three basic phases. First, there is an antecedent phase which necessitates the coming together of an advocate with an innovation designed for some set of consumers. Once these conditions are in existence, the process of change enters an interactive phase in which advocates and consumers communicate about the content of the innovation. The third phase, the consequent or impact phase, really overlaps the interactive phase and consists of the effects or consequences of the interactive phase. This paper reports the development and results of a survey technique to gain information on the response to an innovation in six high schools. Data was gathered three times over a year's time. The analysis revealed that involvement in, attitudes toward, and expectations for the innovation varied over time and among sites. Respondents of black ethnic origin were also shown to be more involved and more positive than their white colleagues. This information was useful to developers and users in their attempt to respond to the change. (Author/BW)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (60th, San Francisco, California, April 19-23, 1976)