Title IV-C of the Elementary and Secondary Education Act calls for maintenance of a state "innovative-exemplary program" to work with local education agencies in the development and dissemination of new educational projects. To date, over 126 Kansas districts have been involved in this program. This booklet discusses a number of…

This book is developed on the theme that most innovation is dependent on face-to-face personal contacts and that these contacts condition the occurrence and frequency of innovation. Chapter 1 presents the substance, basis, and implications of this reasoning. Chapter 2 shows the influence of personal contacts in the form of population centers on…

A study was conducted to determine what a selected group of Illinois school administrators perceive to be the critical factors which facilitate planned educational change. Focus was on the administrator's conception of his role, the development and utilization of innovational practices, and the methods and procedures used in the evaluation and…

The final quarter of Krause's fellowship year was spent in completing his interviews with political socialization researchers in the eastern United States and his work on methodological problems. Krause also completed a long essay on the nature and implications of the "matrix perspective" for research planning, pursued his study of measurement…

Development, field trial, and dissemination are three vital stages that precede the general adoption of an educational innovation. Development should include a clear definition of the innovation, the identification of its essential elements, and a description of its operational characteristics. Field testing should incorporate a provision for…

Administrators recognize the conflict between their leadership role, which encourages change, and their administrative role, which thrives on stability. To determine how an administrator could best foster an atmosphere conducive to innovation, the author reviewed the literature and interviewed selected community college administrators. From the…

A model of innovation adoption process, the Concerns-Based Adoption Model (CBAM), has been developed from empirical evidence. The CBAM depicts innovation adoption in educational institutions as a developmental process in which each user of the innovation demonstrates successively higher qualities of use of the innovation. The CBAM also depicts…

The main objective of this research was to look at open classroom practices in an analytical way. Network analysis was used to collect and organize data about individual classrooms. The open classrooms observed were located in public schools in the New York area and ranged from grades K to 6. The open classrooms observed by the investigator were…

This study identified features of innovations which help decision-makers compare and select appropriate innovations for adoption, resulting in the development of guidelines for evaluating innovation characteristics. Following a comprehensive search of the literature for taxonomic dimensions of innovations, interviews were held with school…

A discussion of how the videodisc is being introduced in the United States and how it can be used for instruction. (HB)

Reviews past studies of innovative practices in English education, and describes the findings of a questionnaire survey of 30 English education professionals in 25 states regarding successful and unsuccessful innovations. (DD)

Guideposts for planning and implementing curriculum innovation are presented with a diagram illustrating the process, implementation of the dimensions of changes, and outcomes. The author notes that if implementation has taken place, there have been changes in the dimensions of structure, role/behavior, knowledge and understanding, and commitment…

The fatal weaknesses of school innovations develop in the early stages of implementation. The authors present guidelines and suggestions for educators who wish to implement and maintain innovative programs. (Author/IRT)

Curricular change should be a planned process that looks at the needs of students and at the content implications of any course or program. (Author)

Initial teacher preparation does not involve training for change. Therefore, inservice teacher education is important for diffusing, supporting, and sustaining the passage from reform to innovation. Implications of three models of inservice activity are analyzed and conclusions are discussed. (Author/MT)