DEVELOPMENT, DIFFUSION, AND EVALUATION.

Autor/in	GUBA, EGON G.
Institution	National Inst. for the Study of Educational Change, Bloomington, IN.
Titel	DEVELOPMENT, DIFFUSION, AND EVALUATION.
Quelle	(1967), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Agents; Development; Diffusion; Educational Innovation; Educational Practices; Educational Research; Evaluation; Evaluation Methods; Information Systems; Regional Laboratories; Research and Development Centers; Research Utilization; Researchers + Suchen Sie Ihr Suchwort? Entwicklung; Instructional innovation; Bildungsinnovation; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Evaluierung; Forschungszentrum; Forschungsumsetzung; Researcher; Forscher
Abstract	THE KNOWLEDGE GAP BETWEEN INITIAL RESEARCH AND FINAL USE IS DISCUSSED IN TERMS OF THE FOUR STATES OF THE THEORY-PRACTICE CONTINUUM (RESEARCH, DEVELOPMENT, DIFFUSION, AND ADOPTION). THE TWO MIDDLE STAGES ARE EMPHASIZED. RESEARCH AND DEVELOPMENT CENTERS, REGIONAL EDUCATIONAL LABORATORIES, AND TITLE III PROJECTS ARE SUGGESTED AS AGENCIES RESPONSIBLE FOR THE DEVELOPMENT FUNCTION. FAILURE OF THE DIFFUSION FUNCTION TO OPERATE SATISFACTORILY IS ATTRIBUTED TO THE LACK OF AN ACCEPTABLE STRATEGY. SUCH A STRATEGY WOULD CONTAIN THESE ELEMENTS--(1) ASSUMPTIONS CONCERNING THE NATURE OF THE PRACTITIONER WHO WILL BE EXPOSED TO THE STRATEGY, (2) ASSUMPTIONS CONCERNING THE END STATE IN WHICH ONE WISHES TO LEAVE THE PRACTITIONER, (3) ASSUMPTIONS ABOUT THE NATURE OF THE AGENCY OR MECHANISM CARRYING OUT THE DIFFUSION ACTIVITY, AND (4) ASSUMPTIONS CONCERNING THE SUBSTANCE OF THE INVENTION. THE CONCEPT OF EVALUATION IS CHANGING RAPIDLY, AND THE METHODOLOGIES CURRENTLY USED FOR EVALUATION NEED REPLACEMENT. TRADITIONAL EVALUATION HAS FOUR CHARACTERISTICS WHICH ACCOUNT FOR ITS LIMITED UTILITY--(1) EVALUATION DATA ARE USUALLY AVAILABLE ONLY UPON THE TERMINATION OF THE EVALUATIVE PERIOD, (2) EVALUATIVE DATA TYPICALLY AFFORD ONLY A RETROSPECTIVE VIEW, (3) THE ASSUMPTIONS ON WHICH EVALUATIVE DESIGNS ARE BASED IMPOSE A SERIES OF CONSTRAINTS ON THE EVALUATION, AND (4) THE CONSTRAINTS IMPOSED CREATE A LABORATORY CONDITION WITHIN WHICH THE TREATMENT IS TESTED. THIS PAPER WAS PREPARED FOR THE UCEA CAREER DEVELOPMENT SEMINAR (17TH), COSPONSORED BY THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION AND THE UNIVERSITY OF OREGON (PORTLAND, OREGON, OCTOBER 22-25, 1967). (HW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC