Contemporary Scenarios of Knowledge Production and Utilization in Schools, Colleges, and Departments of Education.

Autor/inn/en	Guba, Egon G.; Clark, David L.
Institution	Indiana Univ., Bloomington.
Titel	Contemporary Scenarios of Knowledge Production and Utilization in Schools, Colleges, and Departments of Education.
Quelle	(1976), (32 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Development; Educational Innovation; Educational Research; Educational Status Comparison; Goal Orientation; Institutional Research; Institutional Role; Organizational Climate; Productivity; Research Utilization; School Demography; Schools of Education; Trend Analysis + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Soziokultureller Vergleich; Zielorientierung; Zielvorstellung; Institutionelle Forschung; Organisationsklima; Produktivität; Forschungsumsetzung; Schulbesuchsrate; Erziehungswissenschaftliche Fakultät; Trendanalyse
Abstract	This document presents a series of scenarios depicting the current status of schools, colleges, and departments of education (SCDEs) in respect to knowledge production and utilization (KPU) activities. Data was obtained from 135 SCDEs through institutional and faculty questionnaires and a KPU productivity study. Twelve institutional types, based upon degree level offered in education, institutional control, and likely involvement in KPU activity provide the framework for data reporting. Each of the institutional types are described according to demographic characteristics, perceptions of institutional mission, organizational arrangements supportive of KPU activities, and KPU productivity. An enormous variation in terms of these four items exists, with commitment to KPU activities being confined to doctoral-level institutions. The imbalance between KPU producers and nonproducers seems unlikely to be resolved without massive external intervention. (MB)
Anmerkungen	Not available separately; See SP 011 118
Erfasst von	ERIC (Education Resources Information Center), Washington, DC