ERIC Number: ED200553
Record Type: RIE
Publication Date: 1981-Feb
Synthesis and Interpretation of Knowledge: New Roles for University Faculty in School Improvement Programs.
Now that demands on schools are greater than at any other time in history, a need exists for synthesis and interpretation of the vast amount of research and information to assist schools in solving educational problems. Despite the availabilty of storage and retrieval systems and new technologies, most local schools are not using this information because it is not in a form that is useful. New roles are proposed for university faculty--to serve as linking agents between information systems and local schools in the university's service area. An interactive model is suggested that involves a combination of generalist facilitators and specialists/synthesizers/interpreters who work directly with schools on improving programs and practices. This arrangement benefits the participating university in staff development and research capabilities. It is not without potential problems, however: funding; locating faculty with the requisite areas of expertise; and training the faculty linking agents in applied social and behavioral sciences. (Author/FG)
Descriptors: College Faculty, College Role, College School Cooperation, Educational Resources, Educational Technology, Faculty Development, Faculty Workload, Higher Education, Information Dissemination, Information Sources, Information Utilization, Instructional Improvement, Linking Agents, School Districts
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Association of Teacher Educators (61st, Dallas, TX, February 13-18, 1981).