Diffusing Innovation in an Urban Setting [electronic resource] : An Evaluator's Perspective / Dale M. Brethower and Marvin Pasch.
Described in this paper is a project utilizing the linkage concept in the implementation of a diffused team planning process in six elementary schools undergoing desegregation. Strategies employed in designing the project are reviewed. These reviews include a retrospective analysis of the first two...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1978.
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MARC
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| 099 | |f ERIC DOC # |a ED166333 | ||
| 100 | 1 | |a Brethower, Dale M. | |
| 245 | 1 | 0 | |a Diffusing Innovation in an Urban Setting |h [electronic resource] : |b An Evaluator's Perspective / |c Dale M. Brethower and Marvin Pasch. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1978. | ||
| 300 | |a 18 p. | ||
| 500 | |a ERIC Document Number: ED166333. | ||
| 500 | |a ERIC Note: Paper presented at the annual meeting of the American Educational Research Association (Toronto, Ontario, March 31, 1978). |5 ericd. | ||
| 520 | |a Described in this paper is a project utilizing the linkage concept in the implementation of a diffused team planning process in six elementary schools undergoing desegregation. Strategies employed in designing the project are reviewed. These reviews include a retrospective analysis of the first two years of the project, a review of the minutes of the team planning sessions, and a review of literature on diffusion. The implementation of the Linkage Model is described in terms of the following: (1) the role of the diffusion manager or "linking agent" in helping the participating schools develop systematic problem solving processes within the planning teams and to help link the teams to existing resources within the school system; (2) the concept of the mini-project for dealing with a specific classroom need; (3) a training system for helping each planning team develop, implement, and evaluate a mini-project; and (4) the role of the diffusion task force in solving immediate problems, especially the resources to be allocated to the project. A conclusion summarizes the impact the project had on such factors as student achievement, the sharing of ideas among faculty, personal teaching satisfaction, responses to student attitude, conflict in the school, school morale, and resources or interference from the central office. An argument is made for the potential impact such a project might have if carried out over an extended period of time. (EB) | ||
| 650 | 1 | 7 | |a Educational Innovation. |2 ericd. |
| 650 | 1 | 7 | |a Educational Planning. |2 ericd. |
| 650 | 1 | 7 | |a Management Teams. |2 ericd. |
| 650 | 0 | 7 | |a Morale. |2 ericd. |
| 650 | 0 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 1 | 7 | |a Program Design. |2 ericd. |
| 650 | 1 | 7 | |a Program Development. |2 ericd. |
| 650 | 1 | 7 | |a Program Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Team Training. |2 ericd. |
| 700 | 1 | |a Pasch, Marvin. | |
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