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ERIC Number: ED156546
Record Type: RIE
Publication Date: 1977-Nov-25
Pages: 20
Abstractor: N/A
Reference Count: 0
"Diffusion" Does not Equal "Instructional Change."
Myers, Charles B.
Because social studies curriculum developers and diffusers are generally closer to materials than to practitioners, their efforts often fail to help teachers and school systems change in positive directions. Although the idea and process of diffusion is related to instructional change, the two terms are not synonomous. In fact, confusion of the two ideas and processes prevents many diffusion and instructional change efforts from succeeding. Reasons for the failure of diffusion efforts include that diffusion often: (1) is equated with a change agent; (2) focuses on materials rather than the teacher, instructional program, and school system; (3) is considered as an end in itself rather than as a means to an end; (4) is directed to specific rather than continuing change; (5) ignores implementation and institutionalization; and (6) is handled by consultants who are directly connected with the materials. One approach that would avoid some of these problems centers on cooperative planning efforts by social studies teachers and supervisors, school system representatives, outside change agents, and diffusers. Case studies of successful instructional change efforts include the Speedier Project in Palmyra, Pennsylvania; the Peabody Center on Economics and Social Studies Education; and the Consortium for the Improvement of Instruction in Middle Tennessee. (Author/DB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: For related documents, see SO 010 540, SO 010 542-543; Paper presented at Annual Meeting of the National Council for the Social Studies (Cincinnati, Ohio, November 23-26, 1977)