Studies of the Innovation Process in Compulsory School.

Autor/inn/en	Ekholm, Mats; und weitere
Institution	National Swedish Board of Education, Stockholm.
Titel	Studies of the Innovation Process in Compulsory School.
Quelle	(1986) 8, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Standards; Decision Making; Educational Development; Educational Environment; Educational Innovation; Elementary Secondary Education; Foreign Countries; Instructional Improvement; Interdisciplinary Approach; Longitudinal Studies; Organizational Climate; Organizational Theories; Research Methodology; Research Projects; School Organization; School Surveys; Social Behavior; Social Science Research; Social Theories; Student Attitudes; Student School Relationship; Teacher Attitudes; Teacher Student Relationship; Sweden + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Bildungsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instructional innovation; Bildungsinnovation; Ausland; Unterrichtsqualität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Organisationsklima; Organisationstheorie; Research method; Forschungsmethode; Forschungsvorhaben; School organisation; Schulorganisation; Social behaviour; Soziales Verhalten; Social scientific research; Sozialwissenschaftliche Forschung; Gesellschaftstheorie; Schülerverhalten; Schüler-Lehrer-Beziehung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Schweden
Abstract	This monograph presents an overview of reports from a 4-year intensive research study of internal life among 3 Swedish compulsory schools and includes discussion of a 10-year follow-up study of 12 senior-level compulsory schools. The 4-year project sought to understand innovative processes, but because few innovations were observed, research centered on identification of organizational factors that either support or frustrate development. Information was collected through interviews, informal talks, observations, and questionnaires. The sociopsychological, "multi-method" approach examined change at the schools' local organizational level. Researchers found little development, though numerous changes had been proposed. Investigation shifted to the influence of school norms upon decisionmaking. Project reports make conclusions concerning implementation of improvements. Survival of improvements depends upon effective design of decisionmaking, actor participation, and systematically planned innovations. An ongoing follow-up study of climate in 12 senior-level schools between 1969-79 indicates tentative conclusions, including the observation that teacher-pupil opinions about each other remain unaltered. Differences in attitudes and behaviors between boys and girls have generally persisted, which also has occurred among social classes. Principle findings are provided in two concluding pages of references. (CJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC