ERIC Number: ED224099
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
Policy Perspectives on the Study of Educational Innovations (Project Working Note). Paper No. 80-3.
Porter, Paige H.
Three perspectives from which to study the implementation of educational innovation are explored in this document. Using the comparative policy perspective, the author compares and analyzes federal programs supporting educational change in the United States and Australia. Noting that Australia is more homogeneous, centrally organized, and oriented toward society seen collectively than is the United States, the author discusses how the increasing role of the federal government, the various forms of federal involvement, the relationships between different levels of government, the governmental policies on parochial and private education, and the "doctrine of transferability" affect educational change in both nations. From an organizational perspective, the author focuses on the implementation of innovations in schools as organizations, citing the results of a survey of the innovative projects funded by the Australian Schools Commission in Western Australia that had been underway for at least 2 years by 1976. This research explored four categories of characteristics possibly affecting the implementation of innovations: those of the innovation itself, the implementation strategies employed, the organizational settings, and the personnel involved. Finally, the author discusses how personal involvement in a series of case studies helped develop an interactionist perspective on the less objective characteristics of educational change. (PGD)
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.; Ford Foundation, New York, NY.
Authoring Institution: Stanford Univ., CA. Center for Educational Research at Stanford.
Identifiers - Location: Australia