ERIC Number: ED229468
Record Type: Non-Journal
Publication Date: 1977-Nov
Reference Count: N/A
TA-Doc Linker Role. Draft. Documentation and Technical Assistance in Urban Schools.
Holmes, Manford L.
One of the aims of the Documentation and Technical Assistance (DTA) Project is to apply educational information that has been utilized for problem solving in one organization to other settings with their own unique characteristics. Within the staff of the DTA project, the position of Technical Assistance-Documentation Linker (TA-Doc Linker) was created for this purpose. This paper examines the manner in which the TA-Doc Linkers from the Chicago, Illinois, and the Eugene, Oregon/Oakland, California, technical assistance regions have developed their roles. Structural and interactional aspects of the roles played by these staff members are described and brief background on the features of each region's technical assistance efforts is offered. The Eugene/Oakland project is characterized as reflecting solidarity and mutual support within the DTA team, while the Chicago region is said to have emphasized contacts between DTA staff and people from the school sites where problem solving was applied. In contrasting differences between the two TA-Doc Linkers' approaches, two factors are cited as important: (1) geography, as a potential aid or handicap to information flow; and (2) assumptions and beliefs regarding the differential use of face to face information. It is stressed, however, that both TA-Doc Linkers succeeded in maximizing the use of information from the nine research sites being studied by the documentation team. (Author/GC)
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.; Oregon Univ., Eugene. Center for Educational Policy and Management.
Identifiers - Location: California (Oakland); Illinois (Chicago); Oregon