Anatomy of educational innovation. 1. Educational innovators: Then and now.

Autor/inn/en	Smith, Louis M.; u.a.
Titel	Anatomy of educational innovation. 1. Educational innovators: Then and now.
Quelle	New York, NY u.a.: Falmer (1986), VII, 305 S.Verfügbarkeit
Beigaben	Literaturangaben 100; Register
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Persönlichkeit; Schulreform; Schule; Modellschule; Lehrer; Lehrerkollegium; Innovation; Personal; USA
Abstract	This is book one of the trilogy "Anatomy of educational innovation: a mid to long term re-study and reconstrual." It raises 'the people factor' in the anatomy of educational innovation and explores the nature of the people who were most directly involved in the creation and development of the Kensington Elementary School in the Milford School District. The question to be answered is essentially quite simple: "What do we know now about this group of teachers and administrators that we did not know some twenty years ago when we did the original study of the first year of life of the school?" Such a question requires that one has to speak briefly to the conceptions that were formulated at the time of the original study, to the new information that the authors have gathered, and the thicker description and conceptualization that they have now. Although that sounds easy, it has involved them in a complex series of intellectual and emotional experiences as we have sought out 'old friends and colleagues', hardly what are usually called 'subjects', in educational and social scientific research. The authors' knowledge is based mostly upon long, up to seven hour taped interviews with each of these twenty educators. Because they used what were essentially open ended, life story, oral history kinds of interviews they found themselves, as they intended, at the discretion of these colleagues and friends' choices of what they wanted to talk about. The authors' interests in their careers, their life experiences, and their views of the 'Kensington experience' produced a very general context for ordering the conversations.... In a fundamental sense this book speaks not only to the aspirations and plans of these individuals but also to the events in each of their lives as they reported on them. Further insofar as the authors have been able, they speak to the patterns that they see and construe in those lives. The authors have tried for an interpretation. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1999_(CD)