There Really Can Be a Symbiotic Relationship between Researchers and Practitioners: The Marriage of a National R&D Center and a Large School District.

Autor/inn/en	Hall, Gene E.; Pratt, Harold
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	There Really Can Be a Symbiotic Relationship between Researchers and Practitioners: The Marriage of a National R&D Center and a Large School District.
Quelle	(1984), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adoption (Ideas); Change Strategies; Coordination; Educational Cooperation; Educational Innovation; Elementary School Science; Elementary Secondary Education; Inservice Teacher Education; Instructional Improvement; Longitudinal Studies; Principals; Research and Development Centers; School Districts; Science Curriculum + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Lösungsstrategie; Koordination; Education; cooperation; Kooperation; Instructional innovation; Bildungsinnovation; Lehrerfortbildung; Unterrichtsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Principal; Schulleiter; Forschungszentrum; School district; Schulbezirk
Abstract	The Research and Development Center for Teacher Education, Texas, and the Jefferson County Public Schools, Colorado, worked in mutally supportive ways between 1976 and 1982. The R&D center needed a site where they could collect longitudinal data about the implementation of an innovation using the concepts Stages of Concern (SoC) and Levels of Use (LoU) that were part of the Concerns-Based Adoption Model (CBAM). In the school district, a revision of the elemenatary science program in grades 3-6 was to be adopted by all schools in the district. The district worked to implement the program in 76 elementary schools and a subset of 21 schools in which the researchers systematically studied the process. During the first 3 years the study focused on teachers as beginning innovation users, and during the next 2 years it focused on the role of principals as change facilitators. The findings indicate staff development and implementation support should begin with more emphasis on the "how to do its" and delay concentrated presentations of theory for more experienced users. In addition, the utility of the two concepts for planning and facilitating implementation were demonstrated. (MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC