In 1974 the U.S. Office of Education (USOE) established, under the Elementary and Secondary Education Act, Title III, Section 306, a network of agencies called the National Diffusion Network. This network was designed to bring together representatives of federal, state, and local agencies to promote the exchange of successful ideas, materials, and…

Intended for directors and staffs of federally funded projects, especially Teacher Corps activities, this book contains discussions of six educational concepts and processes which stem directly from the federal commitment to "demonstrate" that is made explicit in the Teacher Corps guidelines. The umbrella concept is identified as…

In this paper, a general conceptual framework for the role of consultant in the Bureau of Program Development and Diffusion as an education extension agent is presented. The key elements of the definition are (1) service, (2) local school system advocacy, and (3) developmental leadership. The operational definitions for each are viewed as…

Reviews three types of contributions Coolie Verner has made to adult education: (1) defining adult education as a discipline/field, (2) classifying the adult education process, and (3) studying adult education as an innovation to be diffused and adopted. Verner's writings in these areas are summarized, analyzed, and assessed. (Author/CSS)

This resource book, designed as a planning tool for demonstration project directors, discusses the following six key elements which have application at all three stages of a demonstration project: (1) Objectives, (2) resources, (3) endorsement, (4) communications, (5) evaluation, and (6) outreach. Each of these elements is discussed within the…

Focuses on guidelines to be used by high school speech communication teachers when designing a new program that diffuses the teaching of communication skills from the classroom into the entire curriculum. (MH)

Eleven papers focus on the issue of dissemination in special education. (CL)

The dissemination to 125 schools of a secondary individualized reading program created by P. K. Yonge Laboratory School was accomplished by a workshop and by the formation into implementation teams of persons responsible for different levels of decisions. Evaluations support the use of this team-based change strategy. (SJL)

This report of the development of a drug-educational product which appears to have potential impact, is based upon published materials, documents in the files of the developing agency, and interviews with staff who were involved in the development of the product. The long-range goal of the drug program is to encourage young people to develop…

This publication is part of a series of reports that describes the results of the first year of a study of federally funded programs designed to introduce and spread innovative practices in public schools. Over several years, the study will examine innovative educational projects funded under four federal programs, including Title III of the…

This presentation explains how the Rhode Island Department of Education institutionalized two temporary systems -- a Teacher Center Project and an Education Information Center -- into a new departmental structure to better serve the schools of the State. The new structure created two bureaus, one to deliver services to LEAs in program development…

The third of three volumes of papers presented at the 1979 ADCIS convention, this collection includes 30 papers presented to special interest groups--implementation, minicomputer users, National Consortium for Computer Based Music Instruction, and PLATO users. Papers presented to the implementation interest group were concerned with faculty…

Instructional innovation should progress through three major stages before general implementation--development, field testing, and dissemination. During the 1965-66 school year, joint planning was undertaken by the staff of the Learning Research and Development Center (LRDC) at the University of Pittsburgh and by Research for Better Schools (RBS),…

New models of research and training combined with dissemination techniques can contribute to relevant social change. The Ecological Psychology Program at Michigan State University, a graduate training program which focuses on model building and implementation research, offers ideas on the plausability of social programming. The process would…

Explains how five stages, each with an element of feedback from the community, are necessary for systematic educational change through developmental efforts. (DE)