ERIC Number: ED150250
Record Type: RIE
Publication Date: 1977-Nov
Reference Count: 0
Patrons, Clients, and Colleagues: A Comparative Consideration of Patterns of Participant Relationship in Nine Education Intervention Projects.
Johnson, Norris Brock
Through a comparative analysis of nine urban school improvement projects, it illustrates the association between patterns of constituent collaboration in the design of intervention projects and problem solving strategies and the degree of mutual adaptation, incorporation, and sustained project effectiveness. Many of the barriers to school improvement are cultural and relational rather than programmatic. Patterns of constituent relationship expressing mutual trust and respect, complementary roles, and shared goals are a necessary but not sufficient condition for a successful approach to the solution of persistent school problems. Three recommendations to improve the nature and quality of interpersonal relationships in school intervention projects, addressed to private and to governmental funding agencies as well as to technical assistance groups are: Where possible, resource and technical assistance should be focused on the better functioning of those sites demonstrating an established set of change activity, identity, direction, philosophy, goals, and colleague constituent pattern of relationship; technical assistance groups must engage in face-to-face interaction with other constituents; Finally, a cross-site analysis suggests a need for the support of collaboratively designed school improvement proposals, projects, and strategies as well as associated colleague patterns of constituent relationship. (Author/AM)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. School Capacity for Problem Solving Group.
Authoring Institution: Center for New Schools, Inc., Chicago, IL.