ERIC Number: ED234024
Record Type: Non-Journal
Publication Date: 1983-Apr
Reference Count: N/A
Interactive Research and Development on Schooling: Antecedents, Purposes, and Significance for School Improvement.
Griffin, Gary A.
This paper introduces the antecedents and concepts underlying a 2-year investigation of Interactive Research and Development on Schooling (IR&DS). IR&DS is an alternative means of conducting school-based research and development and is seen as a means to: (1) involve school personnel in systematic inquiry; (2) improve the utility of research findings for the improvement of educational practice; (3) reduce the time lag between knowledge generation and knowledge utilization; (4) strengthen local education agency capability to act upon school problems; (5) coordinate school improvement activities between higher education agencies and local education agencies; (6) generate knowledge about schooling practices; and (7) provide professional growth opportunities to participants in the process. The paper is organized into six sections. First, an overview of IR&DS is presented. This is followed by a delineation of the purposes of the implementation of the strategy. Antecedents to IR&DS are presented with particular attention given to the first test of the model in the late 1970s. The differences between that test and the present study are discussed. Last, the relation between IR&DS and school improvement and staff development is advanced as a preliminary proposition based upon findings from the present study. (JD)
Descriptors: Action Research, College School Cooperation, Cooperative Programs, Educational Improvement, Educational Research, Elementary Secondary Education, Institutional Cooperation, Program Effectiveness, Research Design, Research Methodology, Research Utilization, Staff Development
Research and Development Center for Teacher Education, Education Annex 3.203, University of Texas at Austin, Austin, TX 78712 ($2.25).
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Descriptive
Education Level: N/A
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.