ERIC Number: ED245358
Record Type: RIE
Publication Date: 1983-Jun
Reference Count: 0
Change Processes and Strategies at the Local Level.
Change processes at the school building level are considered in order to formulate a number of locally based strategies, derived from research, for significantly improving schools and classrooms. Part I of the three-part analysis examines, through illustration, what is known about successful change processes at the school and classroom levels. Four particularly revealing studies are reviewed: (1) Huberman's case study of the ECRI reading program, (2) Stallings's program on improving the teaching of reading in secondary school classrooms, (3) Showers' work on the transfer of training, and (4) Little's research on school norms and school success. Part II is a discussion of limitations in our knowledge of how to bring about change and of the limits in moving from knowledge to strategies for implementation. Part III considers strategies and ideas that might be employed by local personnel in accomplishing school-level improvements: (1) developing a plan, (2) clarifying and developing the role of central staff, (3) selecting innovations at schools, (4) clarifying and developing the role of principals, (5) stressing staff development and technical assistance, (6) ensuring information gathering and use, (7) planning for continuation and spread, and (8) reviewing capacity for future change. (TE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Researchers; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Dingle Associates, Inc., Washington, DC.
Note: Paper prepared for the National Institute of Education Conference on State and Local Policy Implications of Effective School Research.