MAJOR WORKS ON CHANGE IN EDUCATION

MAJOR WORKS ON CHANGE IN EDUCATION:

STATED B I B L I O G R A P H Y WITH

AND S U B J E C T INDICES

Compiled by:

Ronald G . Havelock

Janet C . Huber

Shaindcl Zimmerman

C E N T E R FOR R E S E A R C H ON UT IL IZAT ION O F S C I E N T I F I C K N O W L E D G E

Institute for Soeial Research The University of Michigan

Ann Arbor, Michigan

October, 1969

ARCHIVE COPY PUBLICATION DIVISION Wot To Be Removed From Publication Dhf„

MAJOR WORKS ON CHANGE I N EDUCATION:

AN ANNOTATED BIBLIOGRAPHY WITH

AUTHOR AND SUBJECT INDICES

Cotnp i 1 ed by:

Ronald G. Have lock Janet C. Huber

Shaindel Zimmerman

Center fo r Research on U t i l i z a t i o n of S c i e n t i f i c Knowledge I n s t i t u t e for S o c i a l Research The U n i v e r s i t y of Michigan

Ann Arbor , Michigan

October 1969

INTRODUCTION

T h i s b ib l iography i s designed for easy r e f e r e n c e by p r a c t i t i o n e r s , r e s e a r c h e r s , and I n s t r u c t o r s who are concerened w i th planned change, innovat i o n , d i s s e m i n a t i o n , and knowledge u t i l i z a t i o n . The focus i s the f i e l d of e d u c a t i o n , but those concerned wi th s i m i l a r p r o c e s s e s in o ther areas o f s o c i a l p r a c t i c e should a l s o f i n d i t u s e f u l . Sub jec t and author i n d i c e s a re provided to a s s i s t the u s e r in i d e n t i f y i n g re levant works . Work on the b ib l iography was supported under c o n t r a c t #0EC-0 -8 -080603 _ 1 t535{010) , U . S . O f f i c e of E d u c a t i o n , Bureau of R e s e a r c h , as ground work fo r a handbook fo r educat ion p r a c t i t i o n e r s on the s u b j e c t s of change p lanning and knowledge u t i l i z a t i o n : A Guide to innovat ion Tn Educat ion (see page 2 2 ) .

S p e c i a l c r e d i t i s due to Norman Kurland and R ichard M i l l e r for t h e i r S e l e c t e d and Annotated B ib l iography on the P r o c e s s e s of Change (New York S t a t e Educat ion Department and the U n i v e r s i t y of Kentucky, 1966) which provided the b a s i c mater ia ) f o r some of the e a r l i e r c i t a t i o n s . Mater ia l drawn p r i m a r i l y from t h i s secondary source i s c r e d i t e d by the symbol: " ( K 6 H ] " .

CRITERIA FOR SELECTION

We have s e l e c t e d r e f e r e n c e s fo r i n c l u s i o n on the fo l lowing c r i t e r i a :

1. general coverage of a range of t o p i c s r e l e v a n t to educa t iona l change,

2 . in book form, which Is 3- pub l i shed and a v a i l a b l e In educat ion l i b r a r i e s , book

s t o r e s , or by o rder ing from i n d i c a t e d s o u r c e s .

For the most par t we have excluded e m p i r i c a l s t u d i e s and reports on s p e c i f i c r e s e a r c h p r o j e c t s u n l e s s they cover a range of r e l e v a n t t o p i c s , o f f e r both r e s e a r c h f i n d i n g s and I m p l i c a t i o n s fo r p r a c t i c e , and can be obta ined as separa te monographs. Hence, j o u r n a l a r t i c l e s which do not appear in c o l l e c t i o n s are not i n c l u d e d . For a more e x h a u s t i v e l i s t i n g of approximately 4,000 re fe rences in t h i s top ic a rea see Have l o c k , R . G . , B ib l iography on Knowledge U t i l i z a t i o n and D i s s e m i n a t i o n , Center f o r Research on the U t i l i z a t i o n of S c i e n t i f i c Knowledge, U n i v e r s i t y of Mich igan, Ann Arbor , Michigan, I968. Other e x t e n s i v e b i b l i o g r a p h i e s a re provided by Kur land and M i l l e r , c i t e d above; Rogers , E.M. , B ib l iography of Research on the D i f f u s i o n of I n n o v a t i o n s , Depart ment of Communications, Michigan S t a t e U n i v e r s i t y , E a s t L a n s i n g , Michigan, 1968; and A B ib l iography on the Process of Change, Melbourne, F l o r i d a : I n s t i t u t e f o r Development o f Educat iona l A c t i v i t i e s , I n c . , 1968.

FEEDBACK TO THE COMPILERS

To make t h i s b ib l iography u s e f u l , complete , c u r r e n t , and re 1evan t , we need feedback from u s e r s . I f you t ry to use i t , l e t us know how i t worked out by t e a r i n g o f f the c h e c k l i s t on the back and m a i l i n g I t to u s .

Abbott , Max C . and John T . Lowel l ( e d s . ) , Change P e r s p e c t i v e s in Educa t iona l A d m i n i s t r a t i o n . Auburn Alabama: Auburn U n i v e r s i t y , 1965, 87 pp. [K S MJ

Topics

-American educat ion and techno log ica l change - i m p l i c a t i o n s of a changing occupat iona l s t r u c t u r e - the a d m i n i s t r a t o r ' s p r i v a t e and p u b l i c r e s p o n s i b i l i t i e s -h i e r a r c h i ca1 imped imen ts - the o r g a n i z a t i o n a l context - p o l i t i c o - e c o n o m i c f o r c e s in China

Contributing Authors

Max G. Abbott Walter Buckingham C. T . Hu

Heno L o v e n s t e i n James E . M c C l e l l a n Matthew B. M i l e s

" S i x papers a re inc luded which were g iven a t a seminar on the change p r o c e s s held a t Auburn U n i v e r s i t y . The seminar d e a l t w i t h : (1) the i d e n t i f y i n g and de f in ing of b a s i c f o r c e s in American s o c i e t y that impinge upon the educa t i o n a l i n s t i t u t i o n , (2) the ana lyz ing of s p e c i f i c i m p l i c a t i o n s of these f o r c e s on the educat iona l i n s t i t u t i o n , (3) the d i s c u s s i n g of d i f f e r e n t a s p e c t s of the change p r o c e s s i t s e l f . "

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Benne, .Kenneth 0. and Boz ldar Muntyan' ( e d s . ) ; Human'Relat ions In Curr icu lum "•" Change. New York: The Dryden P r e s s ; 1951 , 363 pp. . . ^ . .-

Topias

- c o n c e p t u a l t o o l s fo r a n a l y z i n g -groups and group methods - d e m o c r a t i c e t h i c s - d i s c i p l i n e for l e a d e r s h i p


George E . A x t e l l e Alex B a v e l a s Kenneth D. Benne Le land P. Bradford F l o r e n c e C l e a r y • Al i c e Davis Watson Dickerman Paul Grabbe

• C h a r l e s E . Hendry" David H. J e n k i n s I r v i n g Kn ickerbocker > Kur-t' Lewi n

T h i s e a r l y work on the change process in educat ion prov ides v a l u a b l e c o n ceptual background on the development of planned change and i t s a p p l i c a t i o n to the f i e l d of e d u c a t i o n . I t does not r e l y h e a v i l y on r e s e a r c h repor ts but the p r e s e n t a t i o n s a re c l e a r and might adequate ly s e r v e to o r i e n t an educator to the b a s i c d i s c u s s i o n s . Short i n t r o d u c t i o n s a r e provided for each major t o p i c a r e a . There i s no b i b l i o g r a p h y , but an Index Is p rov ided .

T h i s i s the forerunner to B e n n i s , Benne, and C h i n , The Planning of Change. {See numbers 3 and U.)

Ronald L i p p i t t Douglas McGregor Arnold Meier A l i c e Mlel Donald Nylen' . R. Bruce Ra'up Paul Sheats B. Othanel Smith Herbert A . ' T h e l e n Helen G." 'Trager A l v i n 2ander

- 3 "

B e n n i s , Warren G . , Benne, Kenneth D. , and C h i n , Rober t , ( e d s . ) The P lanning of Change. Readings In t h e ' A p p l i e d Behav iora l S c i e n c e s . 'Second'Edition. New York : H o l t , R inehar t and Winston, 1969, 627 pp. [ L i b r a r y o f Congress Catalogue Number 69-11487]

Topics

- t h e o r i e s , , s t r a t e g i e s , and methods - o r g a n i z a t i o n a l change - u t i l i z a t i o n of s c i e n t i f i c knowledge - a p p l i c a t i o n o f s o c i a l s c i e n c e - h e l p i n g r e l a t i o n s h i p s . - e x p e r t r o l e - c o n s u l t a n t ro le -de fender r o l e - c o l l a b o r a t i o n - c o n f t l e t r e s o l u t i o n - o p i n i o n change - d i f f u s i o n of innovat ions - p e r s o n a l change and;growth In a d u l t s - s o c l o - t e c h n i c a l systems -systeni ;models -development-models - l a b o r a t o r y t r a i n i n g - c r o s s - c u l t u r a l t r a i n i n g -problem s o l v i n g - s e n s i t i v i t y t r a i n i n g groups

' -mental hea l th c o n s u l t a t i o n - s u r v e y feedback

-d Iagr ios Is of - organ I z a t iona1 p rob 1 ems - t h e con f ron ta t ion meeting, - r e s i s t a n c e to change - i n f l u e n c e p r o c e s s - p r e d i c t i n g the fu tu re -u top i a n - a n a l y s i s -manipulat ion- 'o f human behavior ( e t h i c s of ) - e t h i c s in c o n s u l t a t i o n - v a l u e s in s o c i a l s c i e n c e


C h r i s A r g y r i s L o u i s B. Barnes Raymond A. Bauer Howard S . Becker R ichard Beckhard Daniel B e l l Kenneth D. Benne Warren G. Bennis Max Bi rnbaum Robert R. Blake Raula H. C a l d e r

Daniel M. Ca l lahan Gera ld Cap)an Robert Chin James, V. C l a r k Sheldon Davis C h a r l e s K. Ferguson A l v i n W. Gouldner Roger Harr ison Ronald G. Have lock R ichard Hopkins Harvey A. Hornste ln

B e n n l s , e t a t , The Planning o f Change

Contributing Authors, continued

El' ihi i Katz George A. K e l l e y Donald K l e i n Herbert Kelman Paul Lawrence Ruth Leeds Ronald L ipp i t t Jay W. Lorsh David C. McCle l land Margaret Mead Matthew 8. Mi les

Jane S r y g l e y Mouton C a r l Rogers Edgar H. Sche in R. Steven Sch iavo Herber A . :Shepard R i c h a r d L . : Slorna E . L . T r i s t R ichard E . Walton Goodwin Watson Alexander Winn

L i k e the f i r s t e d i t i o n (see # *t) t h i s volume i s the-major genera l source on the s u b j e c t o f planned change in' a l l a r e a s of s o c i a l p rac t ice" , and would s e r v e as a u s e f u l text for u n i v e r s i t y courses in t h i s a rea in s o c i a l ' s c i e n c e departments and in v a r i o u s p r o f e s s i o n a l s c h o o l s , e . g . , ' b u s i n e s s a d m i n i s t r a t i o n , soc i a 1 work, educat i o n , theo logy , nurs i ng , p u b l I c h e a l t h . N i ne^tenths of the 1969 e d i t i o n i s e n t i r e l y new mate r ia l , , most o f i t pub l ished "in- the mid-s i x t i e s . There i s l e s s emphasis on group dynamics and t r a d i t i o n a l s o c i a l psycho logy , and much more on the emerging s o c i a l t e c h n o l o g i e s , and on-'knowr-1 edge uti.1 i z a t i o n in planned change. A chapter by Chin and Beiine o f f e r s an overv iew a n a l y s i s of di f f e r e n t "general s t r a t e g i e s in h i s t o r i c a K p e ' r s p e c t l ve .

In g e n e r a l , the text has g r e a t e r c l a r i t y as ev idenced by the more e x p l i c i t t o p i c d e s c r i p t i o n s and o r g a n i z a t i o n . T h i s e d i t i o n has a more a c c u r a t e p e r s p e c t i v e of the c u r r e n t s t a t e o f the f i e l d o f p1anned'change. An index is p rov ided .

- 5 "

B e n n i s , Warren G . , Benne, Kenneth, D. and C h i n , Rober t , ( e d s . ) . The Planning o f Change. Readings in the Appl ied Behaviora l S c i e n c e s . Firat Edi'iion. (See a l s o Second E d i t i o n d e s c r i b e d above ) . New York: H o l t , R inehar t and Wins ton , 1961, 781 pp. [ L i b r a r y of Congress Catalogue Number 61-14602] [ $8 .95 /copy ]

Topics

- t h e o r e t i c a l bases of change - t e c h n o l o g i e s - p l a n n i n g - h e l p i n g - p r o f e s s i o n s - s o c i a l s c i e n c e , s c i e n t i s t and p o l i c y -human r e l a t i o n s , human engi neer i ng - e v a l u a t i o n - v a l u e s , e t h i c s - c o n s u l t a n t ro le -change agent ro le - t r a i n e r ro le - s o c i a l therapy -models and types of change process - s y s t e m 1inkage -group dynamics and in te rpersona l r e l a t i o n s - c o n f 1 i c t r e s o l u t ion - f o r c e f i e l d a n a l y s i s app l ied to school s i t u a t i o n s -psychotherapy - r o l e s - ro le conf1 i c t -commun i t / e s -o rgan i z a t i ons -power - l e a d e r s h i p - i n f l u e n c e - a t t i t u d e and op in ion change - 1 r a i ni ng - r o l e , p l a y i n g

. -T -groups - r e s i s t a n c e to .change.


John Arsen ian Howard Baumgartel Alex Bavelas Kenneth D. Benne Warren G. Bennis Robert R. Blake Leland P. Bradford Dorwln Car twr ight Robert Chin George S . Count Watson Dieke man Ra l f Oohrendorf

Cora OuBois Lawrence K. Frank John R. P. F r e n c h , J r . Paul Grabbe George Geiger Jacob W. Ge tze ls John C. Gl idewel1 A l v i n W. Gouldrier E r n e s t Greenwood Wi11iam Gruen Robert G. Gunderson

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. B e n n i s , e t a I , The P lann ing o f Change

Contributing Authore, continued

Hurray Horwi t z Thomas Parsons E l 1 lo t Jacques Paul P i g o r s David H. J e n k i n s F a i t h P i g o r s Helen H. Jennings David Riesman Gale Jensen 1 C a r l R. Rogers Herbert C. Kelman I rwin T . 'Sanders Timothy Leary Edgar H. Sche ln Daniel Lerner W i l l lam C. Schutz Max Lerner Morr is S . Schwartz George Lev inger C h a r l e s Seashore Grace Levi.t E l v i n V. Semrad Kurt Lewin Herbert A. Shepard Gordon L. L i p p i t t P h i l l i p E . S l a t e r Ronald L i p p i t t W i l l i a m 0. S t a n l e y C h a r l e s P. Loomis John P. Sp iege l F loyd C. Mann Maurice S t e i n Kar l Mannheim Anselm L. S t r a u s s 1

A l f r e d J . Harrow George S t r a u s s Douglas M. McGregor Harry S . S u l 1 i v a n Robert K. Merton Herbert Thelen Matthew B. Mi les J ames D. Thompson Edward 0. Moe Elmer Van Egmond Bar r ing ton Moore, J r . Gwen Tudor Wi.l 1 E l t i n g E . Mori son A l v l n Zander Arthur E . Murphy Max Pages T a l c o t t Parsons

The authors br ing together c u r r e n t c o n c e p t - r e a l i z a t i o n s of d i f f e r e n t a s p e c t s of a p p l i c a t i o n and change p r o c e s s , and t i e these c o n t r i b u t i o n s together w i th e x t e n s i v e c r i t i c a l and t h e o r e t i c a l i n t r o d u c t i o n s in each of the four major s e c t i o n s of the book: 1) the roots of planned change, 2) conceptual t o o l s fo r the change-agent : s o c i a l systems and change models, 3) dynamics of the i n f l u e n c e p r o c e s s , and k) programs and techno log ies o f planned change. The problems of v a r i o u s p r o f e s s i o n s of s o c i a l p r a c t i c e ( i n c l u d i n g teach ing ) have been taken in to account . The informat ion in t h i s text can not be r e a d i l y absorbed by the u n s o p h i s t i c a t e d p r a c t i t i o n e r s i n c e i t I s h e a v i l y embedded in a s o c i a l - p s y c h o l o g i c a l c o n t e n t . An Index i s p rov ided .

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B l a n k e , V i r g i l E . ( i s s u e e d i t o r ) , "P lann ing fo r Educat iona l Change;" Theory in to P r a c t i c e . Columbus, Ohio: The Ohio S t a t e U n i v e r s i t y ; V o l . V, No. 1, F e b r u a r y , 1966, 60 pp.

Toyias

- t h e need -change as a c o n c e p t — i n , c u l t u r a l anthropology, r u r a l s o c i o l o g y ,

r e s e a r c h u t i l l z a t l o n , na t iona l development, and educat ion - I t s e f f e c t s — o n the c l a s s r o o m , l o c a l s c h o o l , s t a t e departments,

n a t i o n a l a g e n c i e s , a n d - t h e - f e d e r a l government


Richard H. Barbe Harbans Singh. Bhola R ichard A. Dershlmer Sidney Eboch Roy M. Hal l Paul C. Hayes Cary l J . Hobbs

C h a r l e s Jung Norman D. Kur land Ronald L i p p i t t Robert B. Rtbble Donald P. Sanders Thomas Rhys Wi l l i ams

T h i s j o u r n a l i s s u e , d e d i c a t e d to planned change, g i v e s good background on I t s i s s u e s and problems. B l a n k e ' s i n t r o d u c t i o n lends p e r s p e c t i v e to t h e ' c o l l e c t i o n . No index o r b ib l iography i s l i s t e d , though many authors use footnotes and r e s e a r c h data to support t h e i r arguments. (Each volume o f the j o u r n a l I s indexed a t the end of the year - by author and t i t l e . )

Would be use fu l to the p r a c t i t i o n e r on any l e v e l and could be used as an i n t r o d u c t i o n to the t o p i c .

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B r I c k e l 1 , . Henry M., Organiz ing New York S t a t e f o r Educa t iona l • Change. Albany New York S t a t e Educat ion Department, 1961, 107 pp.

Topics

-dynamics of e d u c a t i o n a l change today - h i s t o r i c a l context - p r o c e s s on the l o c a l l eve l - r o l e of o u t s i d e i n s t i t u t i o n s and o r g a n i z a t i o n s - p h a s e s of i ns t ruct ional i nnovation

( d e s i g n , e v a l u a t i o n , d issemina t ion )

- o r g a n i z i n g to improve process of educa t iona l change - s t a t e w i d e coord inated design and e v a l u a t i o n - r e g ional coordi nated d issemi nat ion - r o l e s of e x i s t i n g o r g a n i z a t i o n s

"A study o f the dynamics -of i n s t r u c t i o n a l change in the e lementary and secondary s c h o o l s of NewiYork S t a t e wi th recommendations fo r improved o r g a n i z a t i o n . E l i c i t s the background of how and why they change, the dynamics of change today, and suggests s o l u t i o n s p e r t i n e n t fo r New York S t a t e . " [K&H]

Th is study i s popu la r ly c i t e d by r e s e a r c h e r s as an a n a l y s i s of the problem and as a model for p lanning change which might be found use fu l by anyone concerned wi th long range planning fo r change. I t i s c l e a r and c o n c i s e , has no b i b l i o g r a p h y or index.

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B u s h n e l l , Don D.j Robert A. Freeman/ and Malcolm R i c h l a n d , Proceedings o f the Conference on the Implementation of Educat iona l I n n o v a t i o n s . Santa Monica, C a l i f o r n i a : System Development C o r p o r a t i o n , ]3&h, 318 [K & M]

Topics

- e n g i n e e r i n g change - t h e process - t h e economic n e c e s s i t y fo r change -new des igns in school c o n s t r u c t i o n - t h e fu tu re of the computer


E l y Brandes Don D. Bushnel l David L . C l a r k

Frank J a s inskt Kai Por ter

"The SDC was awarded a U .S . O f f i c e of Educat ion c o n t r a c t to conduct a t r a v e l i n g seminar in innovat ing school d I s t r i c t s w i t h i n va r ious ' reg ions of the United S t a t e s , and to conduct a post -seminar conference .devoted to the problems of implementing tes ted i n n o v a t i o n s . An i n t e r - d i s c i p l i n a r y team'of. ten SDC e d u c a t o r s , p s y c h o l o g i s t s and s o c i o l o g i s t s conducted a pror gram of o n - s i t e v i s i t a t i o n fo r some 150 educators from s t a t e departments , c o l l e g e s and u n i v e r s i t i e s , and p u b l i c school d i s t r i c t s . They v i s i t e d w e l l e s t a b l i s h e d c e n t e r s of innovat ive p r a c t i c e s in on-going school programs in 15 school d i s t r i c t s from four geographic reg ions in the c o u n t r y . "

- 1 0 -

C a r l s o n , R ichard 0 . A d o p t i o n of Educa t iona l I n n o v a t i o n s . . Eugene,Oregon: Center "'for the Advanced Study of Educa t iona l A d m i n i s t r a t i o n , U n i v e r s i t y of Oregon, 1965, Bk pp. • ' . * " [$2 /copy]

Topics

- e d u c a t i o n a l innovat ion - r a t e of adopt ion -communication of new p r a c t i c e s - p r e d i c t o r s of ra te o f adoption - c h a r a c t e r i s t i c s of innovat ions - r a t e s of d i f f u s i o n

" T h i s monograph t r a c e s por t ions of the l i f e c y c l e s of s i x innovat ions, wh'i ch have captured the a t t e n t i o n o f e d u c a t o r s . Major a t t e n t i o n i s focused on the f a c t o r s which bear on t h e - v a r y i n g r a t e s of adopt ion and d i f f u s i o n of educa t iona l innovat ions as revea led by r e s e a r c h conducted among school super in tendents in 107 school systems loca ted w i t h i n two s t a t e s . " There are many i l l u s t r a t i v e t a b l e s and f i g u r e s . T h i s volume i s not r e a d i l y useab le by p r a c t i t i o n e r s s i n c e i t is embedded in a r e s e a r c h framework. There, a re footnotes but ho b i b l i o g r a p h y . No Index.

Center for the Advanced Study of Educational Administration, Change Processes In the Publ1c Schools. Eugene, Oregon: The Center, 1965, 92 pp.

Topics

-barr iers -planned change and organizational health -di rected change -charac ter is t ics of Innovators -the place of research


Richard10. Carlson Roland J . Pellegrin Art Gallaher, J r . Everett M. Rogers Matthew B. Mlles

These papers were original ly presented at a seminar for school o f f i c i a l s and include an emphasis on organizational and systemic factors in the process, the relevance of research to pract i t ioners, and Rogers' description of innovators.

An integrative summary is provided, as are footnotes and references, within the individual papers. There Is no master bibliography or index.

A researcher's orientation is definitely the emphasis of these papers. May not be very useful to practit ioners with spec!fic-prob1 ems.

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Center fo r the Study of I n s t r u c t i o n , Ra t iona l Planning, in Cur r icu lum and I n s t r u c t i o n . ' Nat ional Educat ion A s s o c i a t i o n , 1967, 203 pp. L$2.75/copy, d i s c o u n t s on q u a n t i t y o r d e r s ] [ L i b r a r y of Congress Catalogue Number 67 - 19658]

Topics

- c u r r i c u l u m , i ts reform and r e l a t e d i s s u e s - i n s t r u c t i o n a l t h e o r y - b u i l d i n g - r e o r g a n i z i n g the school and c l a s s r o o m -change r o l e s in educat ion - s t r a t e g i e s for l o c a l school systems - a model fo r a c t i o n


Robert L . Brackenbury Henry M. B r i c k e l 1 David L. C l a r k John I. Goodlad" Egon G. Guba

Glen Heathers Donald A. Myers 01e Sand Robert M.W. T r a v e r s E l i z a b e t h C. Wilson

Most of the e s s a y s in t h i s volume are products of a seminar conducted by the Center fo r the Study of I n s t r u c t i o n in 1965- Each o f the authors •approaches the t o p i c o f educat iona l reform and the concept of change in h i s own p a r t i c u l a r fash ion such that there i s a d i s p a r i t y in p e r s p e c t i v e and terminology. Th is volume does not make for easy reading fo r the. u n s o p h i s t i c a t e d p r a c t i t i o n e r Although there Is no index, there i s an annotated b ib l iography and a l i s t of r e l a t e d p u b l i c a t i o n s .

Col lege 'Entrace Examinat ion Board , The Chal lenge o f - C u r r i c u l a r Change; P r i n c e t o n , New J e r s e y : Co l l ege E n t r a c e Examination Board, 1966, 151 pp.

Topics

- c u r r e n t s t a t e of c u r r i c u l a r reform -changing t a s k s of the high school - t h r e e dimensions o f c u r r i c u l a r change - q u a n t i t y and q u a l i t y - e f f e c t on student matur i ty - t h e va lue of educa t ion fo r Americans - a f l e x i b l e c o l l e g e p lan - t h e l i b e r a l a r t s c u r r i c u l u m - teach ing ," heed fo r e f f e c t i v e n e s s -educa t i ng to .s t ructure" "experience - t h e l e a r n i n g r e v o l u t i o n "outside educa t iona l i n s t i t u t i o n s - t r a i n i n g for r e s p o n s i b l e c i t i 2 e n r y - f a c u l t y ' s goa ls fo r s tudents - a commission on general educat ion


Stephen K. B a i l e y Robert F . Byrnes H a r o l d - F . '"Clark*" - ' tfi111am G. Cole " John I Good I ad S i s t e r M. J a c q u e l i n e Grennan Douglas H. Heath S t a n l e y J . Idzerda Wi1l iam L. Kolb

Thomas C . Mendenhall L loyd S . Michael •

•R ichard Pearson * F i I I m o r e H. Sanford

Henry Scat tergood Gene L. Schwi lck Sidney S u l k i n E l l s w o r t h Tompkins

These papers were presented at a col loquium co-sponsored by CEEB and the Nat ional A s s o c i a t i o n of Secondary School P r i n c i p a l s . They are i n t e r e s t i n g d i s c u s s i o n s of the t o p i c s l i s t e d . However, no index or b ib l iography is p rov ided , and footnotes are r a r e l y used . A good i n t r o d u c t i o n summarizes the works .

S p e c i f i c program recommendations are not the purpose of these papers ; many of the themes are p h i l o s o p h i c a l . Case mater ia l i s , however, abundant. The educator may not f i n d t h i s source usefu l for e f f i c i e n t data r e t r i e v a l , but many of the a u t h o r s ' ideas are thought-provoking.

-11*-

C u l b e r t s o n , J a c k ( i s s u e e d i t o r ) , "Changing the S c h o o l , " Theory Into P r a c t i c e . -Vol,-. l l , ; N o . 5 , December, 1 9 6 3 , 51 pp.

Topics

- c h a r a c t e r i s t i c s of innovators - b a r r i e r s - t e a c h e r ' s r e s i s t a n c e - t h e p r i n c i p a l ' s ro te

Contributing Authors . . . . .

E v e r e t t M. Rogers R ichard Schmuck Donald J . W i d o w e r

The a r t i c l e s in t h i s i s s u e a r e c l e a r a n a l y s e s of the a s p e c t s of change l i s t e d above. Mr. G r i f f i t h s a r t i c l e i s a report of q u a n t i t a t i v e r e s e a r c h . The o t h e r s a r e p r i m a r i l y c o n c e p t u a l , us ing r e s e a r c h ev idence in footnote r e f e r e n c e s . There i s an i n t r o d u c t i o n .

An index fo r the year b y t a u t h o r and t i t l e appears in t h i s i s s u e , a s does a l i s t of book r e v i e w s r - w h i c h happens to be a . p r e t t y good b i b l i o g r a p h y of the b a s i c works on planned change and innova t ion . r

Hark C h e s l e r Gerhard C . E i c h h o l z Danie l £ . G r i f f i t h s Ronald L i p p i t t

- 1 5 -

EI del 1,-.-Terry. L . , -and Kl tcheV, 'Joanne "H. ( e d s . ) , ' Knowledge Product ion and U t i l i z a t i o n In Educa t iona l A d m i n i s t r a t i o n . Eugene, Oregon:. U n i v e r s i t y Counc i l for Educat iona l A d m i n i s t r a t i o n , and Center fo r the.Advanced Study of Educat iona l A d m i n i s t r a t i o n , U n i v e r s i t y o f Oregon, 1968, 18*) pp. [$2 /copy] [ L i b r a r y o f Congress Catalogue Number 68-65109]

Topics

-knowledge product ion and u t i l i z a t i o n -development , d i f f u s i o n and e v a l u a t i o n - d i s s e m i n a t i o n and t r a n s l a t i o n r o l e s , -o rgan iza t iona l^ i n f l u e n c e on Innovat ive r o l e s ' - t r a i n i n g programs and change


Norman J . Boyan Launor F , .Carte'r " ' ' K e i t h GoIdhammer •* " Egon G. Guba

T h i s volume d e a l s w i th seven problems Inherent in ; the 'appl 1 cat i o n ' o f knowledge to p r a c t i c e ! "Some o f ' t h e s e papers*'view the problems' o f apply ing new knowledge to p r a c t i c e q u i t e g e n e r a l l y ' I n the context of the 'broader s o c i e t y w h i l e o thers focus more s h a r p l y on s t r a t e g i e s for Implementing the u t i l i z a t i o n of knowledge In the context o f e d u c a t i o n a l o r g a n i z a t i o n s . " No r e a l attempt has been made to i n t e g r a t e the papers in to a u n i f i e d document. The book would be of use p r i m a r i l y to r e s e a r c h e r s and a d m i n i s t r a t o r s , r a t h e r than to' p r a c t i t i o n e r s due to I t s t e c h n i c a l language and I t s s c a r c i t y of case s t u d i e s . There a re many r e f e r e n c e s to Informat ive r e s e a r c h f i n d i n g s . There i s no general b i b l i o g r a p h y , but r a t h e r s p e c i f i c b i b l i o g r a p h i e s fo l lowing each c h a p t e r . No index.

Ronald G. Havelock R ichard Schm'uck Sam '6. S l e b e r : . ' :

- T 6 -

Goldhammer, K e i t h and S t a n l e y Elam ( e d s . ) - . D issemina t ion and Implementat ion, t h i r d Annual Phi D e l t a Kappa SymposI urn on-Educat lona1 R e s e a r c h : Bloomlngton, I n d i a n a : Phi De l ta Kappa, 19&2, 200 pp. ! !

Topics

- e l e c t r o n i c data p r o c e s s i n g for s torage and a v a i l a b i l i t y of r e s e a r c h data

- r o l e of p r i v a t e ph i lanthropy in d i s s e m i n a t i o n and implementation - r o l e of school study c o u n c i l s and l o c a l school d i s t r i c t s - r o l e of U . S . O . E . and the s t a t e departments of educa t ion - u s e of i n t e r * i n s t [ t u t i o n a 1 agencies - u s e of the communications media - •

Contributing Authope

Ronald Campbell K e i t h Goldhammer David C l a r k Andrew W. Ha lp in C h a r l e s R. F o s t e r Paul B. Jacobson John Gauge A l l e n Kent

These papers a re p r i m a r i l y . d e s c r l p t i v e , some review of r e s e a r c h i s included f o r e v a l u a t i o n . Each, paper i s fol lowed by a t r a n s c r i p t of the symposium :

d i s c u s s i o n of the m a t e r i a l . T h e . c o l l e c t i o n has no i n t e g r a t i n g i n t r o d u c t i o n or summary. No fatbliography. or index i s . i n c l u d e d .

I t s d i s c u s s i o n of the r o l e s o f e d u c a t i o n - r e l a t e d a g e n c i e s may be of p a r t i c u l a r i n t e r e s t to the e d u c a t o r . The exp lana t ion of .computer uses in s torage and r e t r i e v a l i s t e c h n i c a l , but c l e a r .

- 1 7 -

Guba, Egon G. e t a l , The Role of Educa t iona l Research in Educat iona l Change, -.The United S t a t e s , Conference on the ,Role ôf Educat iona l Research in

Educa t iona l Change, UNESCO I n s t l t u t e fo r E d u c a t i o n , Hamburg, Germany, J u l y 19 -22 , 1967, The Nat ional I n s t i t u t e fo r the Study o f Educat iona l Change, 100 pp.

Topics

- i n s t i t u t i o n a l s e t t i n g s - o r g a n i z i n g research i n s t i t u t e s - s t a f f recru i tment and t r a i n i n g - d i s s e m i n a t i o n - r o l e in innovat ion process


Henry H. B r i c k e l l Thomas> D. Clemens N. L . Gage Egon G. Guba

John E . Hopki ns John J . Horvat Sam D. S i e b e r

T h i s c u r r e n t s i t u a t i o n in American educat ional . - r e s e a r c h , emphasizing problems r e l a t e d to the d e l e g a t i o n of r e s e a r c h r e s p o n s i b i l i t i e s , to the foucs o f much e x i s t i n g work, and to the e v e r - p r e s e n t shor tages in r e s o u r c e s . P r e v i o u s r e search by the authors and others i s c i t e d on o c c a s i o n , when appropr ia te to the d i s c u s s i o n .

A very good summary by Guba and Horvat p r o j e c t s s t r a g e g i e s for c l o s i n g . t h e gap between educa t iona l r e s e a r c h and p r a c t i c e . No tab le of c o n t e n t s . o r index is i n c l u d e d . B ib l iography inc ludes 64 i tems, cover ing ra ther thoroughly the b a s i c r e f e r e n c e s on innovat ion in e d u c a t i o n .

T h i s p u b l i c a t i o n ' s concern iwith the total picture of educat iona l r e s e a r c h l i m i t s i t s re levance to p r a c t i t i o n e r s In any but the higher a d m i n i s t r a t i v e l e v e l s . '

Harr is , . .Seymour ' .Ev ! , . Kenneth .M: .De i ' tch , '.and : A l a n Levensbhn, Chal lehge and Change in American E d u c a t i o n ; B e r k e l e y , C a l i f o r n i a : ' . McCutchani'Pub-1 ish ingr -Corpora t ion , 1965, 346.-pp. • . ' i

Topics

-government and educat ion - s t a t e v s . f edera l power - l o b b i e s and l e g i s l a t i o n - f e d e r a l government and u n i v e r s i t y r e s e a r c h -manpower development in

underdeveloped c o u n t r i e s -p lann ing - l e a r n ing a b i l i t y - s o c i a l v a l u e s - t h e teacher shor tage - s t a t e and loca l investment -economic p r o d u c t i v i t y -management of h igher educat ion - r o l e s and r e s p o n s i b i l i t i e s -academic q u a l i t y and f i n a n c i a l a i d - r o l e of the l i b e r a l a r t s c o l l e g e -graduate educat ion - t e n u r e and academic freedom •' - t h e c h a l l e n g e ' o f growth • •


'Vernon; R. Alden • James E . A l l e n

-Homer D. Babbr idge, J r . C h a r l e s S . Benson Bernard R. B e r e l s e n C l a r k Byse Theodore Cap low !

John B. C a r r o l l John Chase James S . Co les Herbert S . Conrad John J . Corson Adam C u r i e Andre Daniere John S . Dickey . Otto E c k s t e i n

Seymour E . H a r r i s F r a n c i s Keppel C h a r l e s V . . K i d d : . Glen A. L loyd Dan C . L o r t i e John S . HcCauley Robert W:. Herry Rexford G: Moon John F . Morse Donn K1. P r i c e Robert Rosenzwe ig E l 1tot R ichardson John M. Stalmaker George R. Waggoner Eugene S . WiIson Montagne Yudelman

Deal ing p r i m a r i l y w i th i s s u e s of educa t iona l p o l i c y and management, these seminar papers were o r i g i n a l l y presented at the Harvard U n i v e r s i t y Graduate School of P u b ! i c A d m i n i s t r a t i o n .

There i s a s u b s t a n t i a l i n t e g r a t i v e i n t r o d u c t i o n by H a r r i s which i s r e f e r e n c e d . However, the re i s no index or b ib l iography and most au thors do not use footnotes or r e s e a r c h d a t a .

- 1 9 -

H a r r i s , D e i t c h , & Levensohn, Cha l lenge and Change in American Education-.

Although p o l i c y i s an I s s u e of general i n t e r e s t to e d u c a t o r s , these a r t i c l e s may be found more v a l u a b l e by those d i r e c t l y Involved in po l icy -mak ing or chang ing .

- 2 0 -

Have lock , 'Rona ld G . , in col 1aborat ion w i th Alan G u s k l n , P lanning for Innova- -t i o n through the D issemina t ion and U t i l i z a t i o n of Knowledge. Ann Arbor , Michigan: Center for Research on the U t i I i z a t i o n of S c i e n t i f i c Knowledge, The U n i v e r s i t y of Michigan, J u l y , 1 9 6 9 .

Topics

- t h e emerging d i s c i p l i n e , s t a t e of the a r t - b a s i c concepts and models - s o c i a l systems of knowledge t r a n s f e r - t h e i n d i v i d u a l - i n t e r p e r s o n a l 1inkage -knowledge f low in o r g a n i z a t i o n s - o r g a n i z a t i o n a l b a r r i e r s - l i n k a g e and l i n k i n g r o l e s -taxonomy of knowledge f low

-one-way and two-way media - s t r a t e g i e s and t a c t i c s

-phases in change p r o c e s s e s - d i s s e m i n a t i o n p r o c e s s - u t i l i z a t i o n p r o c e s s -problem s o l v i n g p r o c e s s


T h i s i s a report to the O f f i c e of Educat ion on a "comparat ive survey and t h e o r e t i c a l a n a l y s i s of the l i t e r a t u r e in s e v e r a l f i e l d s , " inc lud ing mental h e a l t h , a g r i c u l t u r e , med ic ine , publ i c h e a l t h , law, b u s i n e s s management, and technology , and wi th a s p e c i a l emphasis on the f i e l d of e d u c a t i o n . Concepts fo r the a n a l y s i s a re drawn from s o c i a l psychology , s o c i o l o g y , and communications s c i e n c e .

I t inc ludes a b ib l iography w i th about 4,000 e n t r i e s . Research ev idence is presented as we l l as t h e o r e t i c a l concept 's . The f i n a l chapter o f f e r s a s y n t h e s i s and draws i m p l i c a t i o n s fo r r e s e a r c h , development, p r a c t i c e , and p o l i c y r e l a t e d to d issemina t ion and u t i l i z a t i o n .

Most re levant to r e s e a r c h e r s or s c h o l a r s concerned wi th the change process in the s e v e r a l f i e l d s r e p r e s e n t e d .

Author and s u b j e c t i n d i c e s are p rov ided .

Mark Frohman Alan E . Guskln Ronald G. Havelock

Mary Havelock Mar jo r ie H i l l Janet C. Huber

- 2 1 -

Have l o c k , -Ronald G. , Janet C. Huber, and Shaindel Zimmerman, A Guide to Innovat ion In E d u c a t i o n . Ann Arbor , Michigan: Center f o r Research on the U t i l i z a t i o n of S c i e n t I f i e Knowledge, The U n i v e r s i t y of M ich igan , (Should be a v a i l a b l e in l a t t e r par t of 1969 from CRUSK o r through the ERIC s y s t e m . Being w r i t t e n under c o n t r a c t wi th USOE Research U t i l i z a t i o n B r a n c h ) .

Topics

- e s t a b l i s h i n g the l i n k i n g r e l a t i o n s h i p s ' - d i a g n o s i n g the problem - r e t r i e v i n g r e l e v a n t knowledge - s e l e c t i n g among a v a i l a b l e a l t e r n a t i v e s for innovat ion - g a i n i n g acceptance of the innovat ion - s t a b i l i z i n g change and terminat ing the l i n k i n g r e l a t i o n s h i p

T h i s handbook Is aimed at those educators who f i n d themselves in the p o s i t i o n of in t roduc ing Innovat ions in to school sys tems , i . e . , f i l l i n g the gap between resource and p r a c t i c e . I t i s designed to be use fu l f o r p r o c e s s i n g change at any l e v e l In educat ion from s t a t e system to c l a s s r o o m . The chapter d i s c u s s i o n s a re ordered to p resent a l o g i c a l development of the change p r o c e s s from the po in t of v iew of the change agent in the e d u c a t i o n a l s e t t i n g .

There i s an I n t r o d u c t i o n , a s e l e c t e d b i b l i o g r a p h y , an appendix of s o u r c e s , and an index. E m p i r i c a l c a s e s are c i t e d in the form of i l l u s t r a t i v e examples.

- 2 2 -

Johnson, Donald W., The.Dynamics of Educational Change. Sacramento: Cal i fornia State Department of Education, Vol'. 32, No.' 3, September 1963, 181 pp. [K 6 M]

"A study of the ef fects of T i t l e I I I of the National Defense Education Act upon the public schools in Ca l i fo rn ia . " "~ ' •

A shortened version of his findings appears in a chapter by Johnson in Matthew B. Miles ( e d . ) , Innovation In Education. (See,number 2 5 ) '

-23-

L e e p e r , Robert R.' ( e d . ) , Cur r lcu lum Change:. D l r e c t l o n and P r o c e s s . .> Washington,- D . C . ^ A s s o c i a t i o n f o r S u p e r v i s i o n and' Cur r icu lum Development, 1966 ; .68 p p . . • ' . " , .£ -

Topics

- r e d i r e c t i o n of change -need fo r a u n i f y i n g theory -enhanc ing t ego processes ' ' - p r o c e s s e s of change


Harry S . Broudy John 1. Good!ad W i l l i a m G. Hoi l i s t e r Ronald L i p p f t t

-ZU-

Leeper, Robert R. ( ed . ) , Strategy for Curriculum Change. (Papers from the First'ASCO Seminar on Strategy for Curriculum-Change),. Washington, D.C. Association for Supervision and Curriculum Development, 1965, 75 pp.

Topics

-contrasting strategies - ro les and processes -d i f fusion of research In agriculture and in education -relevance of community power structure


Ralph B. KImbrough Ronald LIppitt Herbert F. Lionberger Kimball Wi les .

These papers are generally technical analyses of "s t ra tegies" from an organizational viewpoint. They do present some case material as well as quantitative research evidence. Bibliographies are provided by Lionberger and Wiles, but none Is given for the entire publication. A summary of major issues is presented. There Is no Index.

-25-

Llpp l t t , Ronald; Watson, Jeanne; and Westley, Bruce. The Dynamics of Planned ' Change. A Comparative Study of Pr inciples and Techniques. New York:

Harcourt, Brace & World, I n c . , 1958, 312 pp.

Topics

-orientation to planned change -diagnostic orientations toward: • •

- interna) relationships -exte rna1 re I atIons hIps

-motivation of the cl ient system1

- ro le of the change-agent ' -phases of planned change - in i t i a t ing planned change -working toward change - t ransfer and s tabi l i za t ion of change • -the training of change agents

The fundamental Ideas of this volume are centered around such terms as change agent, client system, change forces* resistance forces, phases of change and methods of change* I t is a comparative study of the principles and techniques used by various professional agents concerned with change. Though there are no definit ive'answers, this book Is suggested reading for anyone, practi t ioner as well as researcher, Interested in the process of planned change and In the various roles of the change agent. The bibliography Is sectioned according to major topic areas. An index is provided.

-26-

Melerhenry, Wesley C. ( ed . ) , Media and Educational. Innovation.. University. .. of-''Nebraska', ..Extension' Division, and University., of Nebraska Press, 096*t (

**5 P P . - . ' : ' / : ; ' - • > , ' T ' / . '-.J* [Library of Congress Catalogue;<Number'66-19580] •; * r,

Topios

-models of and ideas about change . * , „ , -the role of the advocate i -a sociological considerat lonof; acceptance -leader character is t ics for" the promotion of .change, . <;o --di f fusion research in rural sociology anii. f ts . relation, to , ; \ . , . ,

the f i e ld of education ' " -innovations in the a i r force -the rote of the media .. . .. -generalizations about educational change " : ' ~--the role of new media in state organization -the role of newer media In planned change . ..-

Contributing' Authors

Henry Br lckel l . Paul Meadows Robert Chin . , . . i , . .Wesley C Melerhenry Wayman Crow , . , ,: Matthew B. Mi les. . Jack.Edling . \ . / Gabriel Of lesh , " ' Art Gallagher Trunian Pierce Herbert Lionberger

Reactors

C. Ray Carpenter George Gerbner Charles F. Hobah

Kenneth D. Norberg Robert W. Wagner Paul Wendt

These symposium papers were presented from several different f ie lds and express viewpoints from both theory and pract ice . Thus, they are loosely linked by "education" and "media," though the variety of approaches to these topics is interesting.

Use of bibliographic c i tat ion varies among the authors proportionately with their concern for research data. A brief introduction explains the rationale of coordination of the presentations. There Is no index.

These papers provide interesting information to educators about media, their problems and potent ia l i t i es , but I t Is not In a format that f a c i l i t a t e s retr ieval of spec i f ic data.

- 2 7 -

Michigan Department of Education,' Research Implications for Educational ' Di f fusion, Major Papers Presented at the National Conference on

• Diffusion of Educational Ideas, East "Lansing, March, 1968. Lansing: Michigan Department of Education; 1968, 181 pp.

These papers are'primari ly conceptual or Interpretive summaries with the exception of Nan' L in 's contribution on research methods, which' is a report of his work. There Is an introduction, but no Index. Bibliographies are presented with each'paper.'

The focus on research evaluation and on research goals suggests' this pub)lea t ion 's relevance to practit ioners Involved in planning for change.

Tapiaa

-summary and cr i t ique of exist ing research' -needed research on ut i l i za t ion -needed research within educational organizations' -Innovative research-methods' - Implications for practice


Richard 0. Carlson Ronald G. Havelock Neml Jain Nan Lin

Ronald Lippltt ' Richard I. Mi l l e r

Everett M. Rogers

i •

- 2 8 -

M i l e s , Matthew.B. ( e d . ) . Innovat ion in E d u c a t i o n , New York: Horace .Mann-L Incoln I n s t i t u t e o f School E x p e r i m e n t a t i o n , Teachers C o l l e g e , Columbia U n i v e r s i t y , 196V, 690 pp. - , I . "'*". [ L i b r a r y of Congress Catalogue Number 6 4 - 1 5 ^ 5 ]

Topics

- n a t u r e of e d u c a t i o n a l innovat ion - s m a l l s c a l e a d m i n i s t r a t i v e change t J

- c o l l a b o r a t i o n In teach ing and l e a r n i n g . ,•--U top ia and r e b e l l i o n . . - t i t l e I I I and e d u c a t i o n a l change - I n n o v a t i o n a t the s t a t e l e v e l - t e c h n o l o g i e s -programmed I n s t r u c t i o n - i n n o v a t i o n of c lassroom mental h e a l t h p r a c t i c e s - r e s i s t a n c e to adoption, of a u d i o - v i s u a l a i d s . - e d u c a t i o n a l Innovat ion, from the I n s t i t u t e of A d m i n i s t r a t i v e

Research - s c h o o l super in tendents and modern math -exper I menta1 program 1n medIcaI educat i on - p r o g r e s s report on the t each ing of reading - c u r r i c u l a r change - a d m i n i s t r a t i v e theory and change in o r g a n i z a t i o n - temporary .systems -- s u p p o r t of e d u c a t i o n a l Innovat ion . - e d u c a t i o n a l Innovat ion and the masses - s t r u c t u r a l f e a t u r e s o f American educat ion

Par t 11. Research and Theory

A l l e n H. Barton R ichard 0 . C a r l s o n Gerhard E i c h h o l z Robert S . Fox Daniel E . G r i f f i t h s P a t r i c i a Kendal l Ronald L l p p l t t Gordon Mackenzie Matthew Mi les Paul R. Mort E v e r e t t M. Rogers David E . Wi lder


Par t I. Case S t u d i e s

M. S . Atwood Jan E . C lee R ichard Colvard Thomas H. E l l o t Donald C . F l e s c h e L o u i s F o r s d a l e Leo S. G o l d s t e i n L a s s a r G. Gotkln Donald W. Johnson Paul E . Marsh N icho las A. Masters James B. Reswlck

- 2 9 -

ARCHIVE COPY PUBLICATION DIVISION Not To Be Removed From PuH'^.ôn D iv ,

MMcs, H.B.,.Innovation in Education.

Part I I I . The American Educational System

Theodore Brameld Henry M. Br lckel l James H. Cass John H. Fischer Frank G. Jennings Joseph C. Kiger Marti n Kayer • • . Matthew B. MIles Sloan R. Wayland Benjamin C. Wi l l is

"In this volume, change processes are given close study by an'assembly of persons-educators, soc io log is ts , psychologists, writers--who have worked In the midst of educational change. They deal with a wide range of questions: what causes resistance to change? Why is a part icular strategy of Innovation so ef fect ive? What principles can be used to plan and guide'educational change ef for ts? The volume begins with a general Introduction on the nature of educational innovation. In the book!s f i r s t sect ion, nine case studies i l l u minate what happened; when specifIc.Innovations were introduced. Each case Is analyzed.to uncover the underlying factors which determined success or fa i lure . A second major part of the book presents nine separate studies-of research and theory In educational Innovation. A third section Is devoted to studies, of the American educational system as a setting: for change.- In conclusion, the generalizations about educational innovation .made in the book are reviewed and discussed." This volume would be equally valuable to both researchers and pract i t ioners. Research findings are well referenced with bibliographic information and the index provides easy access to part icular areas the reader may wish to investigate.

-30-

Mil ler , Richard T.-,~(ed.) ,Â.Hult Id!scipl ihary Focus on Educational Change Lexington,"Kentucky": -Bureau "of ;.School Service, Col lege of-Education, University of 5Kentucky;'"l965i 83 pp.

Topice

-current development's -human relatIons -sociological perspectives -ear ly childhood education -poIi t ical rea l i t ies -needed research and development'


David A. Booth Robert Chin C. Hilton Coughenour

Albert J . ' L o t t -v RIchard 'Mi l ler

These papers presented at a conference for elementary school principals exemplify one val id approach to defining the problem of.change In-education. No summarizing section is Included, but a 23 Item selected bibliography- is provided as are references from the individual chapters.

Most of the'presentations are quite scholarly and would be most useful as resources for the research-oriented educator. -No Index Is given.

- " v - > - J ••: 'uri V, , .

Hi 1 l e t , Richard I ...(Director) , .Catalyst.for-. Change: A, Mat ional. Study of_., . •,. ESEA T i t l e : I I lii (PACE)"'Report s..of. Spec la I "Consul tants..,. Washington,•6. fcV: United States Government Printing.Off ice,- 1967 ( J557pp.. , :.,.!'. . ( : ' V

Topics

-background on the Elementary and Secondary Educati of 1965 ( t i t l e 111)

-curriculum development . . _ ...... ? • -community participation ' -rural schools -urban and metropolitan schools r cl.v.hl rights-1 \ -role of the state - individualized instruction ' •' -puplI personnel services , -the gifted and the disadvantaged -handicapped students, -the ar ts and. cul tural, enrichment -the sciences ( > , -educational f a c i l i t i e s -teacher education -evaluation ,,•<"•„!• -• t • >, -educational technology.. -- ., . . .; , , r , , -computer-technology.- • - b , ,

on- Act

Contributing Authors <.,.,.

William' K Alexander George E. Ba.tr Paul F. Brandwetn Don D. Bushness Howard Conant Don Davies E l l i o t W. Eisner James D. Finn. Harold. B. Gores Egon G. Guba

•vi

Glen Heathers Arthur A. Hitchcock Samuel A. Kirk Norman D- Kurland A. Harry Passow Thomas F. Pettigrew Everett M. Rogers I ra J . Singer Harold Spears Hilda Taba

. . r i

These papers were presented^before. the U.S.-Senate Subcommittee on Education. The f i r s t section is the-study report, of Richard I. Mi l le r 's research oh ESEA T i t l e HI in i ts f i r s t year. The other papers are by consultants in areas which dominated T i t l e I I I funding to that time.- Summaries of the recommendations in both.sections are .provided.

The analyses are stimulating, quite informative, and not too technica l , ever, there is no index or bibliography.

How-

-32-

http://Ba.tr

Ml 1 ler.,.. Richard I. .(ed.) , Perspecti yes .on Educational • Change', New York: Appleton-Century-Crofts, r Divis ion.,of^Meredith Publishingi Co. ; 1967, 392 pp. ' ' ' • [Library of Congress Catalogue Number 66-27575]

Topics

-overview of educational change -change at the elementary level -change at the secondary level - ro le of local school systems in change -e f fec ts of outside funds on'school d i s t r i c t s - ro le of State Education Department In change -process of change In educational T.V -summer elementary school for underachieves -new math in elementary school J

-case study of educational Innovation -the teacher as innovator , . t . -curriculum change

Contributing Authors • •

William H. Alexander Glen Heathers Robert H. Anderson Ronald Llppit t Walland Bessent Richard I. Miller Henry M. Bricketl Hol l is A. Moore • Evelyn Carswell Jack W. Pattyson Ruth E. Chadwlck : Ruth W. Radcl i f fe^ Robert Chin' J . Lloyd Trump. '" Ann R. Edson • Harold E. Wlgren ;

Richard A. Gibboney Raymond A. Wllkie" 1

"This book may serve-school administrators and state department O f f i c i a l s interested in the process of Innovating, especia l ly with respect to team;teaching and non-gradedness." ' It should'also interest those plannIng-graduate courses in education. Specia l is ts in' educational change may find some-chapters quite interesting. A balance has been sought between theoretical and research aspects of change and those relating more d i rect ly to actual si tuations through case;-studies. Miller begins with an overview of educational change and ends with some very lucid'observations and suggestion's oh this topic. There are many figures and diagrams to i l l us t ra te concepts discussed in. the -text. There is an appendix which l i s t s some of the ongoing a c t i v i t i e s across the United States that are being directed toward educational change.. There is no formal bibliography and no index.

-33"

National Association of Secondary School Pr inc ipa ls . "Changing Secondary Schools," The "Bulletin. Vol. 47, No. 283, May, 1963, 168 pp.

Topics

-premises -anatomy of change -Ingredients of change -dynamics - ro le of the principal -organi zatIonal changes

-team teaching -non-graded - f lex ib le scheduling

-technological changes -cur r icu la r changes

Contributing Authors m • -

Dwight W. Allen' - John F. Kourmadas Henry M. Br lckel l - ' Lloyd Michael .. B. Frank Brown Richard I. Mil ler Robert Bush Ole Sand Joseph M. Cronln B. 0thane 1 Smith James D. Finn J . Lloyd Trump Douglas W. Hunt • -

The f i r s t section of this Issue is devoted to conceptual analyses of change in schools. The second contains' descriptions of types of changes ( e . g . , v curriculum) or of spec i f i c innovations ( e . g . , f lex ib le scheduling) fol lowed by l i s t s of high schools attempting that change and a description of the program of each.

No summary, index, bibliography or footnotes are provided, but If the innovation is relevant, contact with a school that has already adopted i t might be very useful..

Ontario (nst i tute-for Studies inÊducatIon, Emerging Strategies.and St rue-' tures for'Educational Change. Toronto: The Institute.,., 19&6,- 1-77.,pp.

Topics

-current picture in the United States -types of strategies _ . .. .. -R and D Centers In the United States -curriculum reform (England) -aspect of social change (Quebec) -problems and issues in Implementing.. . - relat ionship to the social s c i e n c e s " -concepts, structure, and program of OISE


Daniel E. Berlyne S .C .T . Clarke

., W. G. ,Fleming . ; n , .:" George E. Flower 1 . t ..

.Burkhart Hoizner* ]~ '. ^ R.W.Bl '.Jackson '., .,'

• • R. ',$'. "HacArtnur .. .

"David Murirbe Ewald B. Nyqulst

f K , y .^Parkhurst . ;" , Kenneth, F. Preiiter

. .Sam Sleber' , j • ' ,Phi Hp Taylor .

these papers, .along ..with' the'reactions to .them ,and group d iscuss ions, were ' ! part-of the f lrst ' 'annlversary "conference of !OI,SE. ,' Authors often use case examples from exper fence, rbut ho .quant i tat iye. research is reported. "A 17,-.-item ; (bllil lography'6n~R arid.D'tenters is"provided, but, there " is ^no; footnot Ing,

..index.summary, br'other. 'bibi lography. .The descrlptlon.of' the Ontario plan is

. unfortunately, ̂ butêxc'usablyi^'yague. ; > ., (!. ,* " . ,'

-35- .

Rogers,. Everett M., Diffusl6n;df Innovations. Hew York: 'The Free Press', 1962, 367 pp: ' ~ ~ - 7 " . [Library of Congress Catalogue No. 62-153^8]

Topics

-introduction to di f fusion of Innovations :'v;:: - : * - t radi t ions of research on diffusion ' ' J '•' 1 ' - cu l tu re , norms and diffusion *"• ' -the adoption process r ' ' - charac te r t i s t i cs of the innovation ' 1 ' -• "•' -adopter categories '' • • ) • • . • ; . < -innovators as deviants "*" '' 1 ' -opinion leaders and the flow of ideas - ro le of the change agent -predletIng i nnovatIveness -toward a theory of diffusion and adoption of Innovations

The author rev iews* mbre'thari 600 publications pr incipal ly in' soc lolbgy; but also in such ftelds'as anthropology, economics, educat Ion,''speech, • Industr ial engineering and history. The"Innovations studied range from hybrId'corn and 2, '•D weed spray'among farmers to ant ib iot ic drugs among ddctorsfrom land axes among primitives to new manufacturing techniques' among' Industrial f irms. Findings In these areas are synthesized into an Intel l igent discussio on the nature of the spread and adoption of innovations. Rogers begins with a brief ' introduct ion on ''the"topic Jan'd concludes with some-general ( iations in the .form of 'ohe-1I'ner statements" andi'hypothesis on the" ;nature of diffusion Each section 'contains a;c'oncise 'summary sect loni ,; 'The''comprehensive blbl io i :" graphy i s . subdivided. Into general and diffusion research s'tud les"; ' An' Index; is provided. Although' ,this bookMs^not ajmed] at ' the educational practit ioner it remains an interesting extra curr Icular pIece lo'f fead Ing'mater Ial In terms of i ts perspective on the spread of Innovation.

Rogers, Everett M. with F. . Floyd Shoemaker, Communication of Innovations: A Cross-Cultural Approach.' New York: Free Press of Glencoe, to be published December 1969.• '

Topics

-overview of the elements of diffusion -emerging diffusion, research.tradit ions: the middle range-analysis -the di f fusion-decision process . -perceived attributes of innovations and their rate of adoption -adopter categories -opinion leadership and the multirstep flow of- ideas, -the change agent -communication channels - co l l ec t i ve innovation decisions . . . -authority Innovation-decisions and organizational change - --consequences of Innovations -generalizations about,the-diffusion of innovations

This new book Is the second edit ion,of Rogers' Diffusion of Innovations. The author's stated theme in . th is revision is ' tha t ."social change is an . effect of communication".

Rogers' approach In this , book breaks, from tradit ional diffusion research (including .hls-own) which has always emphasized, the Mndi viduaT adopter of Innovations. Here his..focus Is on the informal social group and.the formally organized system; assessihg their influence'on the-adoption behavior of :thet,r members. In .doing so , he achieves the important integrative objective of relating the concepts and theories ..of diffusion research to those-of organizational change.

This edition also contains;a substantial blbliography,-but-does not have a subject index. Nevertheless, because of i ts focus-on relevant organizational issues, Communication of Innovations wi l l probably be more d i rect ly valuable to the educational pract i t ioner than the f i r s t edition was.

-37-

Ross,'Donald H.. (ed.') / Administration for. Adaptabi.l i ty . . New York: Metropolitan School Study. Council , Teachers' College, Col unfci a Uni vers J ty , 1958, 643 PP-

Tppica

-dynamics of the adaptation process -factors- influencing school system adaptability -adapter character is t ics ' " ' • > • < •

This book reviews studies of the adaptation'process in'school:-systems from the 1930's through 1957; They, were primari ly-the-work: of Paul:Mort.

"A source book drawing together the results of more-.than 150 individual studies related to the question of why and how schools Improved." [K&M]

-38-

Rossi , .Peter H. and Blddle, Bruce, J . ( e d s . ) . The.New Media and Education^ Their Impact on Society. Chicago: Aldlne Publishing.Company, 1968,

, * i7 PP..;- ~ - '

Topi OB

-recent and projected technological developments. ( Instructional . media, simulation and games,.programmed Instruction and teaching machines) " .,

-impact on school systems (economic, social organization,. physical plant) :

-impact on other aspects of American education (higher education, adult education) . r >

-Implications for-soctety

CantTibutim Authors

Heal Balanoff Bruce J . Blddle Nelson- N.. Foote, Morris Janowitz Hal coin' S".' Knowles . Charles F. Letanaon Henry F. McCuskar, J r .

H. j . Mcteachie James A. Robinson Peter H. Rossi Ph 111 p] H!. Sorensen David Street _ 7 -Lawrerice M". Stolurow Martin Trow

These papers review quantitative research in media usage for the prediction and prescription of the future of educational media. The edi tors ' Introduction provides an overview of the top ics , and an orientation to the Issues Involved In the u t i l i za t ion of media for education.

The book would be a useful reference for educators In evaluating media pol ic ies or prograce. The bibliography, containing approximately 300 items, includes mmerotts reports of experimental and empirical research on spec i f ic media and media usages. An Index is provided.

-39"

Sleber-j Sam/Dl1 wlthvtHe :co1.iaboratloh of PauT'R Lazars'feld^ The Organization of Êducatlonal^'Research In" the United States! New York": Bureau;'of Applied Social Research, Columbia University, 19^6, 364 pp. plus appendices.

Topics

-value f cl imat£s 'and'arrangements''for research' * ~'V - .• '*'• - recrui tment pot i c i e s / ' jo in t ''arrangements with "other ''departments,

and substantive areas'of research^"' ;•fi•, ' • • ' ' • - ' J " '4j~- ! j

-research* urii ts-iri^schools-bf education' " : '*•'',' £"v-' ;'^'-'J

i' V P * -research directorship _ • : ; •-''''<•>'•>. - re la t ions wltH-service"'" "' • • ' \ : ' l ' ' ' r ' y )' ';' •-*• M':I' '.W1' -career training ' ' .

This report of a study conducted among administrators o f educational research units Is lengthy and rather technical . However, i t Is arr ' ihterest ing^'nalysls of leadership and Its influences on educational research in the university set t ing. > K-' • ~ ~ " 1

The report contalns'hoMndex/o'r.jbibl iography and Is prob'ab'.ly'of *Ttmi te'd value to educatlonaPpfact'lt loners' In general. I t would be most', I hfoYma't I've to policy makers In educational^ research or professional training: prog'rams.

• ' .- * -,; Kv> . - • . > " ; .av i<- *>-•;•,?«

• • ) ' ./ - r ,7'"

• ; ' . v r - ; , • * - . , , , . • ; } . -"-n' V. - . - '

-40-

U.S. Commission on C iv i l Rights, National. Conference on Equal Educational " Opportunity. U.S. Government Print ing Of f i c e #0-296-9*t I1968, 806 pp

Topics

-urban-suburban cooperation -federal programs -desegregation and T i t l e IV of the C i v i l . Rights, Act .of 1964 -teacher training for interracial-classrooms, • -a l ternat ive systems i -pol icy -desegregation and white achievement -nonpublic schools -urban schools -compensatory education -business involvement-,,, . . - legal aspects, , . ;

; -s t rategies and tact ics • • - •„


Spurgeon Avakian. Franklyn S. Barry El las Blake, J r . Hark A. Chester Kenneth B. Clark Gregory C. Coffin David K. Cohen Robert A. Dentler Very Rev. Msgr,.James C. Donahue James Elsbery James F. Engl ish, J r . John H. Fischer Bernard J . Frieden Edmond W. Gordon Jack Greaves

Robert L. Green ' Harold Howe I I Adelaide Jablonsky D. H. Jaquith Carrol 1 F, Johnson Harlan C. Judd Irwin Katz Michael W. Kirst David Lewis Thomas F. Pettigrew Alexander J . P-lante Bayard Rustin Robert T. Stout Neil V. Sull Ivan William F. Walsh Heyer Weinberg

This contains a number of papers on the current state and issues, in equal opportunity in education. Many have provided l i s t s <of references. However there is no index, bibliography, or attempts to summarize.

Many of the papers are thorough reports of case experience in schools and should be informative and helpful to educators. However, the format and level of discussion varies greatly among the presentations and it would be d i f f i cu l t to direct readers to those sections most relevant to their needs.

-1,1-

Watson, Goodwin (ed . ) . Change in School Systems, .Cooperative Project for Educational Development by National Training Laboratories,, NEA, 1967, 115pp. [Order from National Training Laboratories, National Education Associat ion, 1201 Sixteenth S t . , N.W., Washington, D.C. 20036. -Single copy $2.50, discount on.quantity orders.] [Library of Congress Catalogue Number.67-20419]

Topics

-the nature of COPED -schools viewed as systems -soc ia l I za t lon -organizational development -orientation and stragegy for changing school systems. . -the role of the trainer change-agent


Paul C. Buchanan. Dorothy Mial Robert Fox •• Matthew B. Miles,.: Charles C. Jung Goodwin Watson,., -Ronald LIppltt". ...> •

This volume is one of 2 volumes produced by COPED for "the. exp1oratory development, of models of planned change in education.". The attention .is •focussed;. on the properties-and.processes of schools and on strategies,.intended to test. :. and.develop, the core Ideas of-the COPED program. There- is no index,-yet*, the bibliography :materlal at the. end.of many; chapters; may be qui te .valuable for. the pract i t ioner. There are many ..useful references i to,.case^studies . throughout this book. However, the Information is presented- in a-scholarly; fashion as opposed to a more practit ioner-oriented form.

-i,2-

Watson.' 'G«5dwlnV(ea.),"Conceptsffor Social"-ChangesCooperative Project for ""Educational -Development by'National Training Laboratories, NEA,- 1967

115 P P . - 1 ; L \ \ ' / ' Y

T J

[Order from National Training Laboratories, National Education Associat ion, 1201 S ix teenth ; St : , N.W., Washington, D.C. 20036:' Single copy $2:50, discount on quantity orders] [Library of Congress Catalogue Number 67-19596]' " 1

Topics

-nature of COPED -organizational development - resistance to change -the rote of the defender -col laborative action-Inquiry

. Tknowledge u t i l i za t ion

I Contrihuting' Authors f ", ' " 7 ; . '';

Jke'nne'th pi Benne'1* *"3/•!" " ' PauP'Cl Buchanan"' **' 1 * •' " Ronald G.*eHavel6ck r •

Donald Klein Dale G. Lake

.-•f i t .-c- :zi

'I ' : Ro'nal'dlJlppItt Dorothy Mial " ' 1 ' Matthew:BTMt l e s " Herbert A? Thelen Goodwin Watson

This book I s o n e of 2 volumes produced by COPED for "the exploratory development of models of planned change in education." ' I t attempts to develop the ' core ideas about planned change with emphasis on resistance to'Innovation and-strategies' for planned change.- No index Is provided, yet many of the ' chapters contain bibliographies which-may prove helpful . ' The information In this volume Is aimed primarily at the scholar'studying the change process • rather than the pract i t ioner.

Woods, Thomas E - , The Administration of Educational Innovation. Eugene, Oregon: Bureau of Educational Research, "School, of Education, University of Oregon, 1967, 61 pp. [ $ l / i s s u e ] .

Topics

-preparation for change -adoption process -d i f fus ion process - c h a r a c t e r i s t i c s of innovation -personnel administration -bar r ie rs to change '" , / " . -strategy for change .t..~.-.t'.~ ; - ; '••

Woods describes the process of planned change from the point of view of the school superintendent. It is presented in a s ty le that Is very easy to comprehend, yet despite I ts simplici ty It Is a complete description of the, change process. There Is no index, yet the bibliography -is geared specif ical ly to the pract i t ioner . There.are many references to quantitative research studies. The concluding chapter consists of a ser ies of one-.I.Iners which summarize the points made throughout the monograph, which,may be used as a framework for change plans. ",

. 1 , 1 , -

AUTHOR INDEX

Abbott , Hax C . , 2 A l d e n , Vernon R . , 19 A lexander , W i l l i a m M., 32, 33 A l l e n , Dwight W.J 34 A l l e n , James E . , 19 Anderson, Robert H . , 33 A r g y r l s , C h r i s , 4 A r s e n l a n , J o h n , 6 Atwood, M . S . , 29 A v a k l a n , Spurgeon, 41 A x t e l l e , George E . ,3 Babbr idge, J r . , Homer D. , 19 B a i l e y , Stephen K . , 14 B a l r , George E . , 32 B a l a n o f f , N e a l , 39 Barbe , R ichard H . , 8 B a r n e s , Louts B . , 4 B a r r y , F rank lyn S . , 41 B a r t o n , A l l e n H . , 29 Bauer , Raymond A . , 4 B a v e l a s , A l e x , 3* 6 -Baumgarte l , Howard,6 B e c k e r , Howard S . , 4 Beckhard , R i c h a r d , 4 B e l l , D a n i e l , * Benne, Kenneth D . , - 3 , 4 , 6 , 43 B e n n l s , Warren G . , 4 , 6 Benson, C h a r l e s S . , 19 Be re 1 s e n , Bernard R . , 19 B e r l y n e , Danie l E . , 35 B e s s e n t , Wail and , 33 B h o l a , Harbans S i n g h , 8 B l d d l e , Bruce J . , 39 Blrnbaum, Max,4 B l a k e , J r . , E l i a s , 41 B l a k e , Robert R . , 4 , 6 B lanke , V i r g i l E . , 8 Booth, David A . , 31 Boyan, Norman J . , 16 Brackenbury , Robert L . , 13 B r a d f o r d , Le land P . , 3, 6 Brameld, Theodore, 30 Brandes , E l V , 10 Srandweln , Paul F . , 32 B r i c k e l l , Henry M. , 9 , 13 , 18, 27 , 3 0 ,

3 3 , 3 * Broudy, Harry S . , 24 Brown B. F rank , 34

Buchanan, Paul C , 4 2 , 43 Buckingham, W a l t e r , 2 Bush, Rober t , 34 B u s h n e l l , Don D . , 10, 32 B y r n e s , Robert F . , 14 B y s e , C l a r k , 19 C a l d e r , Raula H . , 4 C a l l a h a n , Daniel M., 4 Campbel l , Rona ld , 17 Caplan, Gerald, 4 Caplow, Theodore, 19 C a r l s o n , R ichard 0 . , H , 1 2 , 2 8 , 29 Carpenter C . , Ray, 27 C a r r o l l , John B . , 19 C a r s w e l l , E v e l y n , 33 C a r t e r , Launor , 16 C a r t w r l g h t , Oorwln, 6 C a s s , James M., 30 Center fo r the Advanced Study of

Educa t iona l A d m i n i s t r a t i o n , 12 Center fo r the Study o f I n s t r u c t i o n Chadwlck, Ruth E . , 33 C h a s e , J o h n , 19 C h e s l e r , Mark, 15 , 41 C l a r k , Dav id , 10, 13 , 17 C h i n , Rober t , 4 , 6 , 27, 31, 33 C l a r k , Harold F . , 14 C l a r k , James V . , - 4 C l a r k , Kenneth 8 . , 41 C l a r k e , S . C . T . , 35 C l e a r y , F l o r e n c e , 3 C l e e , Jan E . , 29 Clemens, Thomas D. , 18 C o f f i n , Gregory C , 4 | Cohen, David K . , 4I C o l e , W i l l i am G . , 14 C o l e s , James S . , 19 Co l l ege Ent rance Examinat ion

Board, 14 C o l v a r d , R i c h a r d , 29 Conant, Howard, 32. Conrad, Herbert S . , 19 C o r s o n , John J . , 19 Coughenour, C.MUton,31 Count, George S . , 6 C r o n i n , Joseph M., 34 Crow, Wayman, 27 C u l b e r t s o n , J a c k , 15 C u r i e , Adam, 19

-45-

Dan I e r e , Andre, :)g D a v i e s , Don, 32 D a v i s , A l I c e , 3 D a v i s , She ldon , .4. . D e l t c h , Kenneth M., 19 , D e n t l e r , Robert A . ; 41 Dershl iner , R ichard A . ; , 8 , Dickerman, Watson, . 3 . .6 .. D ickey , John S . , 19,. , Dohrendorf, R a l f , . 6 Donahue, Msgr. James , 41 DuBols , C o r a , 6 Eboch , S i d n e y , 8 E c k s t e i n , O t t o , fg E d l l n g , J a c k , 27 Edson , Ann ft.» 33, E i c h h o l z , Gerhard C , 15^ 29 E i d e l l , T e r r y L . , ^ E i s n e r , E l l i o t W. , 32 E lam, S t a n l e y , 17 E l l i o t , Thomas H . , 2? > E l s b e r y , James, E n g l i s h ; J r . , James F . , Al Ferguson , C h a r l e s . K . , 4 - t , F i n n , James D. , 3 2 , 34 F i s c h e r , John H . , 3 0 , 41 F leming, W . G . , 35 . F l e s c h e , Donald C . , - 29 • • F lower , .George E . , 35 Foote , Nelson H . , 39 j F o r s d a l e , L o u i s , 29 F o s t e r / C h a r l e s R . , '17 Fox, Robert S . , 29 , . 42 Frank , Lawrence K . , 6 (

French," J r . , John R.P. . , 6 -F r l e d e n , Bernard J . 41.., Freeman, Robert A._, ;10 •.. • Frohman; Mark". 21, Gage, H . L . , l 8 ' G a l l a g h e r , A r t , )Z,27,.. Gauge, J o h n , 17 - r . ; - . • G e i g e r , George, & • ' , . > ; • Gerbner , George, 27 . -G e t z e l s , Jacob W. :, 6 Gibboney, R ichard A.. , 33 G l i d e w e l l . John C . , 6. Goldhanmer, Kelth', .16„ 17 G o l d s t e i n , Leo S . , 29 Goodlad, John I . , 13. 14, 24 Gordon, Edmond W., 41

G o r e s , Haro ld B . , 32 G o t k i n , L e s s a r G . , 29 Gouldner , A l v l n W., 4 , 6 Grabbe, P a u l , 3 , 6 G r e a v e s , J a c k , 41 Green , Robert L . , 41 Greenwood, E r n e s t , 6 y Grennan, S i s t e r M.. J a c q u e l i n e , G r i f f i t h s , Daniel E . , 15 . 29 Gruen, W i l l i a m , 6 Guba, Egon G . , 13 , 16, 18, 32 Gunderson, Robert G : , 6 G u s k l n , A l a n E . , 21 H a l l , Roy M. 8 H a l p i n , Andrew W., 17 H a r r i s , Seymour E . , 19 H a r r i s o n , Roger , It Have l o c k , Mary , 21 Have lock , Ronald G . . , 4 , 16, 21

2 8 , 43 Hayes , Paul C , 8 Heath , Douglas H . , 14 H e a t h e r s , G l e n n , 13 , 32 , 33 Hendry, C h a r l e s E . , 3 H i l l , M a r j o r l e , 21 H i t c h c o c k , Ar thur A . , 32 Hoban, C h a r l e s F , , 27 Hobbs, C a r y l J . , 8 . H o l H s t e r , W i l l i a m G. , 24 H o l z n e r , B u r k h a r t , 35 Hopk ins , . John E . , 18 Hopkins , R i c h a r d , .4-H o r n s t e l n , Harvey A . , 4 Horva t , John J . , 18 Horwl tz , Hur ray , 7 Howe, H a r o l d , H , .41 Hu, C . T . , 2

Huber, Jane t C . , 2 1 , 22_ Hunt, Douglas W., 34 I d z e r d a , S t a n l e y J . , 14. J a b l o n s k y , A d e l a i d e , 41 . J a c k s o n , R . W . B . , 35 J a c o b s o n , P a u l t B . , i l 7 J a i n , N e m i , 2 8 J a n b w i t z , M o r r i s , 39 J a q u e s , E l l i o t t , 7 J a q u l t h , D . H . 4 1 J a s l n s k i , F r a n k , 10 J e n k i n s , David H . , 3 , 7

- 4 6 -

J e n n i n g s , Frank G. . , . 30. J e n n i n g s , Helen H . , ; 7- r

J e n s e n , G a l e , 7 J o h n s o n , C a r r o l l F . ,;4l '-J o h n s o n , Donald W.; 2 3 , 29 "* Judd , Har lan C . , 41 J u n g , C h a r l e s C*. , . 8 , 42 K a t z , E l l h u , 5 K a t z , I r w i n , .41 K e l l y , George A . , 5 1 , Kelman, H e r b e r t - C , 7 K e n d a l l , P a t r i c i a , . 29 Ken t , A l l e n , M r

K e p p e l , F r a n c i s , 19 K i d d , C h a r l e s V . , 19 . ,, K l g e r , Joseph U . C . , 30. . . Kimbrough, Ralph B . , 25 . . K i r k , Samuel A.", 32 K i r s t , M i c h a e l ' W . , 41 K i t c h e l , Joanne M:, 16 1

K l e i n , Dona ld , 5 , 43 K n i c k e r b o c k e r , I r v i n g , 3 Knowles, M a l c o l m ' s : . 39 K o l b , W i l l i a m L. , 1 4 Kourmadas, John F . , - 3 4 K u r l a n d , Norman D . , 8 , - 3 2 , I n t r o . L a k e , Dale G. , 43 Lawrence , P a u l , . , 5 • L a z a r s f e l d , Paui . F ' . , "40 L e a r y , T imothy, 7 L e e d s , R u t h , . 5 • L e e p e r , Robert R . , 24 , 25 Lehmann, C h a r l e s F. , , 39 • L e r n e r , D a n i e l , 7 L e r n e r , Max, 7. Levensohn, A l a n , 19 L e v l n g e r , George, 7 L e v i t , G r a c e , 7 . Lewin , K u r t , . 3 . 7 * ' L e w i s , Dav id ; -41 L i n , Nan, 28 -L l o n b e r g e r , Herbert F . , 2 5 , 27 L i p p i t t , Gordon L . , 7 L i p p i t t , Rona ld , 3 ; 5 , 7i 8 ,

15 , 24, ' 2 5 , 2 6 , 28 , 29 , 33 , 42 , 43

L l o y d , Glen A . , 19 LoomIs, Cha r I e s , 7

L o r s h , Jay W., 5 L o r t l e , Dan C , 19 L o t t , A l b e r t J . , 31 L o v e n s t e i n , Menb, 2 :

L o w e l l , John T . , 2 MacArthur, R . S . ; 35 -Mackenzie, Gordon, 29 Mann, F loyd C , 7 Mannheim, Kar l , 7 Marrow, A l f r e d J . , 7 Marsh, Paul E . , 29 - " M a s t e r s , N icho las " A . , 29 Mayer, M a r t i n , 30 McCauley, John S . , 19 ' M c C l e l l a n d , Dav id , 5 : -s ;

McClel land,James E . , 2 ' M c C u s k e r , , J r - i Henry F . , 39 McGregor, Douglas,- 3 , 6 McKeachle, W i j . , 39 Mead, M a r g a r e t , ' 5 Meadows', P a u l , -27 Meier , A r n o l d , '3 •" ' -Melerhe'nry, Wesley C . ,'.'27 Mendenhal l , Thomas C . , 1 4 - — Merry, Robert Wv," 19 Merton, R. K. 7 M l a l , Dorothy, 4 2 , 43 - r- ; ' M I e l , A l i c e , " 3" - ' •*• - -M i c h a e l , L loyd S . , 14, 34 ' Michigan Department of

Educa t ion , - 28 - - • ' ' M i l e s , Matthew B . , 2 , 5 , 7 , 1 2 ;

27 , 3 0 , 4 2 ; 43 ' M i l l e r , R i c h a r d ' ! . , 2 8 , 31 , 32y

3 3 / 3 4 " • • • Moe, Edward 0.,; 7 * Moon, Rexford G. ' , ,19 ' Moore, B a r r i n g t o n , Jr.', 7 • 1

Moore, Hoi U s A . , 33 Mori s o n , E l t l n g E . „ 7 " Morse, John F . , 19 ' r' ,"r" Mort, Paul R . 2 9 '" Mouton, Jane S . ' , 5 -Hunroe, Dav id , 35' ' Muntyan, B o z l d a r , 3 • - • Murphy, Arthur E . , 7 Myers, Donald A . , . 13 ,

- 4 7 -

Norberg, Kenneth 0 . , 27 H y l e n , Donald , 3 N y q u l s t , Ewald B , , 35 O f i e s h , G a b r i e l , 27 Ontar io I n s t i t u t e f o r S t u d i e s in

E d u c a t i o n , 35 P a g e s , Max, 7 P a r k h u r s t , K.W., 35 P a r s o n s , T a l c o t t , 7 P a r s o n s , Thomas, 7 Passow, A. H a r r y , 32 P a t t y s o n , J a c k W., 33 P e a r s o n , R i c h a r d , 14 P e l l e g r i n , Roland J . , ' 2 P e t t i grew, Thomas F . , 3 2 , *lt P i e r c e , Truman, 27 P i g o r s , F a i t h , 7 P i g o r s , P a u l , 7 P l a n t e , Alexander J . , 4,1 P o r t e r , K a l , 10 P r e u t e r , Kenneth F . , 35 P r i c e , Donn K . , ' 9 R a d c l t f f e , Ruth W., 33 Raup, R. B r u c e , 3 Reswlck , James B . , 29 R i b b l e , Robert B . , .8 R i c h a r d s o n , E l l i o t t . 19 R i c h l a n d , Malcolm, 10 RIesman, D a v i d , 7 Robinson, James A . , 39 Rogers , C a r l R . , 5 , 7 Rogers , E v e r e t t M. , 12 , 15 , 2 8 , 2 9 ;

32 , 3 6 , 37 Rosenzwelg, R o b e r t , 19 R o s s , Donald H . , 38 R o s s i , Pe te r H . , 39 Rust i n , Bayard , 1*1 Sand , O l e , 13, Jk . . S a n d e r s , Donald P . , 8 , S a n d e r s , I r w i n , 7 S a n f o r d , F i l l m o r e H. , 14 S c a t t e r g o o d , Henry, 14 S c h e i n , Edgar H . , 5 , 7 S c h l a v o , R. S t e v e n , 5 Schmuck, R i c h a r d , 15, 16 S c h u t z , W i l l i a m C , 7 Schwar tz , Morris S . , 7 S c h w l l c k , Gene L . , '4 S e a s h o r e , C h a r l e s , 7 Semrad, E l v l n V . , 7

S h e a t s , P a u l , 3 Shepard , Herbert A . , 5 , 7 Shoemaker, F . F l o y d , 37 S l e b e r , Sam, 16, 18, 3 5 , 40 S i n g e r , I r a J . , 32 S l a t e r , P h i l i p E . , 7 Sloma, R i c h a r d L . , 5 S m i t h , B. O t h a n e l , 3 , 34 S o r e n s e n , P h i l i p H., 39 S p e a r s , H a r o l d , 32 S p i e g e l , John P . , 7 S ta lmaker , John M., 19 S t a n l e y , Wm.O., ^ S t e i n , Maur ice , 7 S to lu row, Lawrence, 39 S t o u t , Robert T . , 41 S t r a u s s , Anseltn,' 7 S t r a u s s , George, 7 S t r e e t , D a v i d , 39 S u l k i n , S i d n e y , 14 S u l l i v a n , Harry S t a c k , 7 S u l l i v a n , Ne l l V . , 41 T a b a , H i l d a , 32 T a y l o r , P h i l i p , 35 T h e l e n , H e r b e r t , 3 , 7 , 43 Thompson, James D. , 7 Tompkins, E l l s w o r t h , 14 T r a g e r , Helen G . , 3 T r a v e r s , Robert M.W., 13 T r i s t , E . L . , 5 Trow, M a r t i n , 39 Trump, J . L l o y d , 33 , 34 Van Egmond, E l m e r , 7 Waggoner, George R . , 19 Wagner, Robert W., 27 Walsh , W i l l i a m F . , 41 Walton, R ichard E - , 15 Watson, Goodwin, 5 , 4 2 , 43 Watson, J e a n n e , 26 Way l a n d , S loan R . , 30 Weinberg, Meyer, 41 Wendt, P a u l , 27 West ley , B r u c e , 26 Wigren, Harold E . , 33 W i l d e r , David E . , 29 W1les , K i m b a l l , 25 W i l k l e , Raymond A . , 33 W i l l , Gweri T u d o r , - 7 W i l l i a m s , Thomas Rhys, 8 W i l l i s , Benjamin C . , 30

- 4 8 -

W i l l o w e r , Donald J . , 15 W i l s o n , E l i z a b e t h C . . 13 U I I s o n , Eugene S . , ' 9 Winn, A l e x a n d e r , 5 Woods, Thomas E . , M Yudelman, Montagne, 19 Zander , A l v l n , 3 . 7 Zimmerman, S h a l n d e l , 22

SUBJECT INDEX

acceptance , a s o c i o l o g i c a l c o n s i d e r a t i o n of, 27 adaptat ion p r o c e s s , dynamics of , 38 adapter c h a r a c t e r i s t i c s , 37 a d m i n i s t r a t i o n of educa t iona l r i nnovatl on , 44 • a d m i n i s t r a t i v e change, 29 a d m i n i s t r a t i v e theory and change In o r g a n i z a t i o n , 29 a d m i n i s t r a t o r ' s p r i v a t e and p u b l i c r e s p o n s i b i l i t i e s , 2 adoption ( a d a p t i o n ) , 2 7 , 28 , 3 6 , 38 , 44

a d a p t i b i l l t y in s c h o o l s , 38 c h a r a c t e r i s t i c s o f , 3 6 , 38 ra te o f , 11

adoptor c a t e g o r i e s , 36 adul t educat ion and new media techno logy , 39-advocate , r o l e o f , 27 a g e n c i e s , use of I n t e r l n s t I t u t i o n a l , 17 . , r

a i r f o r c e , innovat ions In the , 27 American e d u c a t i o n , s t r u c t u r a l f e a t u r e s o f , 29 American educat ion and t e c h n o l o g i c a l change , 2 a p p l i c a t i o n of s o c i a l s c i e n c e , 4 a r t s and c u l t u r a l enrichment T i t l e I I I - ESEA, 1965, 32 a t t i t u d e and op in ion change, 6 a u d i o - v i s u a l a i d s , r e s i s t a n c e toâdopt ion , 29 b a r r i e r s , 12, 15 , b a r r i e r s to change, 44 bus iness Involvement and equal educa t ion oppor

t u n i t y , 41 C a l i f o r n i a , T i t l e I I I , NDEA, p u b l i c s c h o o l s 1 ' I n , 23 • c e n t e r s , educa t iona l R&D, In U . S . , 35 change, 24 ' * • _ ' • . change agent

I n i t i a t i n g and working toward change, 2 2 , 26 he lp ing p r o f e s s i o n s , **» 6 human r e l a t i o n s , human e n g i n e e r i n g , . 4 , 6 r o l e s (see a l s o r o l e ) , 6 , 13, 2 6 , 36 , t r a n s f e r and s t a b i l i z a t i o n of change, 26 t r a i n i n g of (see a l s o t r a i n i n g ) , 2 2 , 26

c h a n g e - a g e n t - t r a l n e r , r o l e o f , 42 . . change as a c o n c e p t — i n 5 c u l t u r a l anthropology, 8 ;

chi ldhood educat ion, '31 -.-C i v i l R i g h t s , 41 ". * . C i v i l R i g h t s , T i t l e " I I I - ESEA, 1965,32 c l a s s r o o m , 8 • r

c l a s s r o o m s , I n t e r r a c i a l , teacher t r a i n i n g for ,41 c lassroom mental h e a l t h p r a c t i c e s , 29

- 5 0 -

c l i e n t s y s t e m , mot iva t ion o f , 26 ' c o l l a b o r a t l o n , 4 c o l l a b o r a t i o n in t e a c h i n g and l e a r n i n g , 29 c o l l a b o r a t i v e a c t l o n - i n q u i r y , 43 c o l l e g e p l a n , a f l e x i b l e , 14 communication c h a n n e l s , 37 ' 1 ' communication of new p r a c t i c e s , 11 ' " 1 ' • ' communl t ies , 6 community p a r t i c i p a t i o n T i t l e I I I - ESEA,- 1965, 32 ' " community power s t r u c t u r e to c u r r i c u l u m change, 25 ";' compensatory e d u c a t i o n , 41 : 1

computer f u t u r e o f , 10 computer techno logy , 32 * :

conceptual t o o l s fo r a n a l y z i n g , 3 c o n f l i c t r e s o l u t i o n , 4 , 6 c o o p e r a t i v e p r o j e c t f o r e d u c a t i o n a l development, 42 c r o s s - c u l t u r a l t r a i n i n g , 4 ; v

c u l t u r e , norms and d i f f u s i o n , 36 ' • r-c u r r i c u l u m , 3 , 13 , 2 5 , 3 2 , 33

change r o l e s (see a l s o change agent a n d ' r o l e ) J 3 l i b e r a l a r t s , 14 re fo rm, 13 , l i t , 2 9 , 34 , 35 ; England,35 " school and c l a s s r o o m , 13 i - • s t r a t e g i e s , 13, 25

c u r r i c u l u m change, 14, 2 4 , 29 , 33 ' 4

c u r r i c u l u m changes In secondary s c h o o l s , 34 c u r r i c u l u m development T i t l e 1 1 1 ; - ESEA, 1965, 32 d e c i s i o n p r o c e s s and i n n o v a t i o n , 37 defender r o l e , k, 43 democra t ic e t h i c s , 3 desegregat ion and whi te ach ievement , 41 desegrega t ion and T i t l e IV of ' the C i v i l R I g h t s ;

Act o f 1964, 41 development, d i f f u s i o n and e v a l u a t i o n , 16 development: RSD c e n t e r s in U . S . , 35 d e v i a n t s , innovators a s , 36 d iagnos ing and problem, 22 d i a g n o s i s o f o r g a n i z a t i o n a l problems, 4 - • • - • • d i a g n o s t i c o r i e n t a t i o n s toward, 26 '

i n t e r n a l r e l a t i o n s h i p s ^ " ° 1

e x t e r n a l r e l a t i o n s h i p s . ~" ' r ' ~. d i f f u s i o n of I n n o v a t i o n s , k, 16, 2 5 , 3 6 , 4 4 , ' 3 7 '

r a t e o f , 11, 16, 3 6 , 37 summary and c r i t i q u e of e x i s t i n g r e s e a r c h on , 28 , ' '37

d i f f u s i o n of r e s e a r c h in a g r i c u l t u r e and in e d u c a t i o n , 25 d i r e c t e d change, 12 •>". • ' • d isadvantaged , the t i t l e M l , ESEA, 1965, 32 d i s c i p l i n e f o r l e a d e r s h i p , 3 >-'.r: - 1 •

- 5 1 -

d i s s e m i n a t i o n , 16, 17, 18, 2 1 , 36 r e g i o n a l , 9 ph i lan thropy I n , 17

d i s s e m i n a t i o n o f , e . g . , r e s e a r c h , 18 . . dynamics of e d u c a t i o n a l change today, 9 economic Impact of technology on school s y s t e m , 39 economic n e c e s s i t y f o r change, 10 economic p r o d u c t i v i t y , 19 educa t iona l change , overview o f , 33 educa t iona l I n n o v a t i o n , 11 educa t iona l innovat ion nature o f , 29 e f f e c t s o f change on t h e , 8 ego p r o c e s s e s , e n h a n c i n g , 24 e l e c t r o n i c da ta p r o c e s s i n g f o r s torage and

a v a i l a b i l i t y of r e s e a r c h d a t a , 17 e lementary l e v e l , change a t , 33 e lementary school , , new math I n , 33 e lementary school f o r u n d e r a c h i e v e r s , 33 e lementary and secondary e d u c a t i o n a l a c t o f 1965,

T i t l e I i I , 32 eng ineer ing change, 10 Eng land , c u r r i c u l u m reform, 35 -equal e d u c a t i o n a l o p p o r t u n i t y , 41 e t h i c s (see v a l u e s )

d e m o c r a t i c , 3 e t h i c s in c o n s u l t a t i o n , 4 e v a l u a t i o n , 6 , 9 , 16, 32

d i a g n o s i s , 4 , 26 feedback , 4

e v a l u a t i o n , T i t l e I I I . , ESEA, 1965, 32 e x p e r i e n c e , educat ing to s t r u c t u r e , 14 exper t r o l e , 4

f a c i l i t i e s , T i t l e I I I , ESEA, 1965,32 f a c u l t y ' s goa ls fo r s t u d e n t s , 14 f edera l government, 8 f edera l government and u n i v e r s i t y r e s e a r c h , 19 federa l programs on equal opportuni ty^ 41 f i n a n c i a l a i d , academic q u a l i t y and , 19 f l e x i b l e s c h e d u l i n g , 34 f o r c e f i e l d a n a l y s i s a p p l i e d to school s i t u a t i o n s , 6 funds on school d i s t r i c t s , e f f e c t s o f o u t s i d e , 33 games and s i m u l a t i o n , 41 • general e d u c a t i o n , a commission o n , 14 g i f t e d and the d isadvantaged T i t l e I I I , 32 government and e d u c a t i o n , 19 g r a d i n g , non-graded c l a s s r o o m s , 34 graduate e d u c a t i o n , 19 group dynamics and i n t e r p e r s o n a l r e l a t i o n s , 6

- 5 2 -

groups and group methods, 3 growth, the c h a l l e n g e o f , 19 handbook, l i n k e r s , 22 handicapped s t u d e n t s T i t l e I I I ESEA, 1965,32 he lp ing p r o f e s s i o n s , 6 he lp ing r e l a t i o n s h i p s , 4 h i e r a r c h i c a l impediments, 2 high s c h o o l , changing t a s k s o f t h e , 14 h i g h e r e d u c a t i o n , management o f , 19 h igher educat ion and new media technology , 39 h i s t o r i c a l contex t of e d u c a t i o n a l change, 9 human r e l a t i o n s , human e n g i n e e r i n g , 6 7

human r e l a t i o n s and educa t iona l change, 31 human r e l a t i o n s in c u r r i c u l u m , 3 impetus toward change, 22 Implementat ion, 17 Implementation o f e d u c a t i o n a l i n n o v a t i o n s , 10 implementing change, 10 implementing e d u c a t i o n a l change, 35 implementing the Innovat ion mechanisms f o r , 22 I n d i v i d u a l , t h e , 21 i n d i v i d u a l i z e d I n s t r u c t i o n , T i t l e I I I , ESEA, -.1965 I n f l u e n c e , 6 I n f l u e n c e p r o c e s s , 4 I n i t i a t i n g planned change, 26 I n n o v a t i o n , 4 , 9 , 10, 11, 29 , 36

case s t u d i e s , 2 7 , 33 c h a r a c t e r i s t i c s o f , 11 , 12 , 2 5 , 3 6 , 3 7 , 44 consequences , 37 d i f f u s i o n o f , 36 ' " ' implementat ion, 22 r e s e a r c h methods I n , 28 rote o f teacher (see a l s o r o l e ) , 33

I n n o v a t i v e n e s s , p r e d i c t i n g , 36 I n n o v a t o r s , c h a r a c t e r i s t i c s o f , 12," 15 innovators as d e v i a n t s , 36 I n s t i t u t e o f a d m i n i s t r a t i v e r e s e a r c h , 29 i n s t i t u t e s , o r g a n i z i n g r e s e a r c h , t8 i n s t i t u t i o n a l s e t t i n g s , IB i n s t r u c t i o n s

f l e x i b l e s c h e d u l i n g , 34 i n d i v i d u a l i z e d I n s t r u c t i o n , 32 models f o r a c t i o n , 13 new math, 34 non-gradedness , 34 phases of i n s t r u c t i o n a l i n n o v a t i o n , 9 programmed i n s t r u c t i o n , 2 9 , 38, 39 team t e a c h i n g , 34 theory b u i l d i n g , 13

- 5 3 -

I n t e r p e r s o n a l r e l a t i o n s . 4 , 6 , 2 6 , 31 a t t i t u d e and op in ion change, 4 , 6 b a r r i e r s , ' 3 c o l l a b o r a t i o n , 4 , 2 9 , 43 c o n f l i c t r e s o l u t i o n , 4 , 6 c o n f r o n t a t i o n , 4 communication, 6 d i a g n o s i s , 4 , 2 2 , 26 e x t e r n a l r e l a t i o n s , 26 f o r c e f i e l d a n a l y s i s , 6 group dynamics , 3 , 6 human r e l a t i o n s , human e n g i n e e r i n g , 4 I n f l u e n c e , 4 , 6 I n t e r n a l r e l a t i o n s h i p , 26 l e a d e r s h i p , 3 , 6 l i n k a g e , 28 power, 6 psychotherapy , 6 r e s i s t a n c e to change, 4 , 6 , 15 , 2 6 , 29 r o l e c o n f l i c t , 6 r o l e p l a y i n g , 6 s o c i a l s c i e n c e , s c i e n t i s t and p o l i c y , 6 s o c i a l t h e r a p y , 6 T - g r o u p s , 6

I n t e r r a c i a l c l a s s r o o m s , teacher t r a i n i n g , f o r , 41 knowledge f low In o r g a n i z a t i o n , 21 knowledge product ion and u t i l i z a t i o n , 16 knowledge u t i l i z a t i o n , 43 v , - • l abora tory t r a i n i n g , 4 leader c h a r a c t e r i s t i c s fo r the promotion of c h a n g e , ' 2 7 l e a d e r s , o p i n i o n , 36 l e a d e r s h i p , 6 t e a m i n g a b i l i t y , 19 l e a r n i n g and t e a c h i n g , c o l l a b o r a t i o n I n , 29 l e a r n i n g r e v o l u t i o n o u t s i d e e d u c a t i o n a l . I n s t i t u t i o n s , legal a s p e c t s o f equal o p p o r t u n i t y , 41 l i b e r a l a r t s c o l l e g e , 19 .. . . l i nkage and l i n k i n g r o l e s , 21 lobbies and l e g i s l a t i o n , 19 l o c a l l e v e l , e d u c a t i o n a l change process a t , 9 manipulat ion of human behavior ( e t h i c s o f ) , 4 manpower development, 19 m a s s e s , e d u c a t i o n a l Innovat ion and t h e , 29 math In e lementary s c h o o l , new, 33 math, modern, and school s u p e r i n t e n d e n t s , 29 media and educa t iona l innovat ion ,27

- 5 4 -

media and technology , 6 , 2 9 , 32 , 34 , 36 change, 2 communications media , 17 ;

computers , 10, 32 . i n s t i t u t i o n a l media , 39 knowledge f low, 21 media in s t a t e o r g a n i z a t i o n , 27 one-way and two-way media , 21 r o l e of new media , 27 TV, 33

medical e d u c a t i o n , exper imental program i n , 29 mental h e a l t h c o n s u l t a t i o n , 4 mental h e a l t h p r a c t i c e In c l a s s r o o m , I n n o v a t i o n ' I n , methods, Innovat ive r e s e a r c h , 28 models of change, 4 , 6 , 9 , 13 , 2 1 , 2 6 , 27 ,

c u r r i c u l u m , 13 , 25 e v a l u a t i o n , 6 ^ f o r c e f i e l d a n a l y s i s , 6 . models , 4 , 6 , 21 ' '

development, 4 s y s t e m , 4 •<

o r i e n t a t i o n to planned change,' 4 , 6 , ' 2 6 " '.; phases o f change, 2 6 , 28 psychotherapy , 6 . > ' ' , . . s o c i a l s c i e n c e , s c i e n t i s t and p o l i c y in

change s o c i a l the rapy , 6 , • \ s t r a t e g y , 4 , 6 , 2 2 , 2 6 , 3 6 , 44 ' '' t h e o r e t i c a l bases of change, 4 , 6 • - . „ Utopian a n a l y s e s of . change, 4 , 29 ; ">t

mot iva t ion of the c l i e n t s y s t e m , 26' { n a t i o n a l a g e n c i e s , 8 . . . . . ; _, ^ _„.," n a t i o n a l defense educat ion a c t , 23 n a t i o n a l development, 10 v - , ' t.„„.< l f . -New York S t a t e , 9 f • . ' non-graded c l a s s r o o m s , 34 , , " ( . . . nonpubl ic s c h o o l s , 41 norms and d i f f u s i o n , 36 \. . . . occupat iona l s t r u c t u r e , 3 , *, Ontar io I n s t i t u t e fo r S t u d i e s I n - E d u c a t i p n ^ O I S E ,

c o n c e p t s , s t r u c t u r e , program, 35 ( r ^ -. op in ion change, 4 op in ion l eaders and the f low of I d e a s , 3 6 , ,37 o r g a n i z i n g to Improve p r o c e s s of educa t iona l .

change, 9 ^ o r g a n i z a t i o n , 6 , 9 , 18, 28 ' ' .

a d m i n i s t r a t i o n , 29 a n a l y s i s , 6 , 22 b a r r i e r s , 12, 15, 2 1 , 44

- 5 5 -

o r g a n i z a t i o n s , cont inued change I n , 4 , 12 , 3 * , 37 communit ies, 6 , 25

r u r a l , 3 2 , 41 u rban , 32 , 41

I n f l u e n c e , 6 , 16 I n t e r - i n s t i t u t i o n a l a g e n c i e s , 17 l e a d e r s h i p , 6 o r g a n i z a t i o n a l development, 3 1 , 43 power, 6 j 25

O r g a n i z a t i o n a l changes in secondary s c h o o l s , team . t e a c h i n g , non -grad ing , f l e x i b l e s c h e d u l i n g , 34,

o r g a n i z a t i o n a l c o n t e x t , 2' o r g a n i z a t i o n a l h e a l t h , 12 o r g a n i z a t i o n s , needed r e s e a r c h w i t h i n , 28 o r g a n i z a t i o n s in educa t iona l change, 9 o r i e n t a t i o n to planned change, 26 o u t s i d e I n s t i t u t i o n s and o r g a n i z a t i o n s in e d u c a t i o n a l

change, 9 PACE, 32 persona l change and growth in a d u l t s , 4 personnel a d m i n i s t r a t i o n , 44 personnel s e r v i c e s , T i t l e I I I , ESEA, 1965, 32 phases In change p r o c e s s e s , 21

d i s s e m i n a t i o n p r o c e s s , 21 ' • u t i l i z a t i o n p r o c e s s , 21 prob lem-so lv ing p r o c e s s , 21

phases of i n s t r u c t i o n a l i n n o v a t i o n , 9 ( d e s i g n , e v a l u a t i o n , d i s s e m i n a t i o n )

phases of planned change, 26 ph i lan thropy in d i s s e m i n a t i o n and implementat ion—

ro le o f p r i v a t e , 17 p h y s i c a l , p l a n t , impact o f technology o n , 39 p l a n n i n g , 6 , 8 , 19, 26 p o l i t i c a l I n f l u e n c e s ( s t r u c t u r a l I n f l u e n c e s ) , 1 9 , 31

b u s i n e s s and lega l i n f l u e n c e s , 4 l economic c o n s i d e r a t i o n , 10, 17, 19 f e d e r a l , 8 , 10, 17 . 19, 41 l o c a l , 8 , 9 , 13, 14 , 1 5 , - 1 7 , - 1 9 ' .

secondary and e lementary , 29 ' r u r a l - u rban , 32 , 41 r e g i o n a l , 8 , 9 s t a t e , 8 , 9 , 17, 19, 2 7 , 32 -

p o l i t i c a l r e a l i t i e s in e d u c a t i o n a l change, 31 p o l i t i c a l - e c o n o m i c f o r c e s in C h i n a , 2 power, 6 power s t r u c t u r e in the community, 25

p r a c t i c e , i m p l i c a t i o n s of d i f f u s i o n r e s e a r c h f o r , 28 p r e d i c t i n g the f u t u r e , 4 p r e p a r a t i o n f o r change, 44 p r i n c i p a l ' s r o l e , 34 problem s o l v i n g , 4 programmed i n s t r u c t i o n , 2 9 , 39 psychotherapy , 6 q u a n t i t y and q u a l i t y , 14 Quebec, a s p e c t s of s o c i a l change I n , 35 r e a d i n g , p r o g r e s s report on the teaching o f , 29 r e b e l l i o n and u t i o p i a . 29 recru i tment and t r a i n i n g , s t a f f , 18 recru i tment p o l i c i e s , j o i n t arrangements w i th o ther departments and s u b s t a n t i v e areas o f r e s e a r c h , ho

reg iona l coord inated d i s s e m i n a t i o n , 9 r e l a t i o n s wi th s e r v i c e fo r educat iona l , r e s e a r c h , 3 , i(0 r e l a t i o n s h i p s , e s t a b l i s h i n g l i n k i n g , 22 R and D c e n t e r s In the Uni ted S t a t e s , 35 r e s e a r c h , e d u c a t i o n a l In U . S . , o r g a n i z a t i o n o f , 40 r e s e a r c h and development on educa t iona l change, 31 r e s e a r c h d i r e c t o r s h i p , 4 , 6 r e s e a r c h In change, the ptace o f , 12 r e s e a r c h in e d u c a t i o n a l change, 18 r e s e a r c h on d i f f u s i o n , t r a d i t i o n s o f , 36 r e s e a r c h u t i l i z a t i o n , 8

r e s i s t a n c e to adoption o f a u d i o - v i s u a l a i d s , 29 r e s i s t a n c e to change, 4 , 6 , 43 J. r e t r i e v i n g r e l e v a n t knowledge, 22 r o l e , 4 , 6 \ 13 , 19, 2 5 , 26

l i n k i n g r o l e s , 2 1 , 22 ro le conf1 l e t , '6 ro le o f :

a d m i n i s t r a t i o n , 2 a d v o c a t e , 27 change agent , 2 6 , 36 c o n s u l t a n t , 4 , 6 , t5 c u r r i c u l u m change, 25 de fender , 4 , 43 d i ssemi na t i o n , 16 e x p e r t , ' 4 innova to r , 16, 18 i n s t i t u t i o n , 9 media, 27 o r g a n i z a t i o n , 9 o r g a n i z a t i o n a l i n f l u e n c e on innovat ive r o l e s , 16 p r l n c i p a l , 15 , 34 p r i v a t e p h i l a n t h r o p y , 17 r e s e a r c h , 18

- 5 7 -

r o l e o f , cont i nued i • ^ taxonomy o f , 21 t e a c h e r , 3 , 1 1 t r a i n e r , 4 , 6 , 42 t r a n s l a t i o n , 16

ro le p l a y i n g , 6 r u r a l s c h o o l s . T i t l e 111, ESEA, 1965, 32 r u r a l s o c i o l o g y , 8 , 27 s c h e d u l i n g , f l e x i b l e , 34 • ' , s c h o o l , changing t h e , 15 school and c l a s s r o o m , r e o r g a n i z i n g , 13 school c o n s t r u c t i o n , new des igns I n , 10 < school study c o u n c i l s and l o c a l school d i s t r i c t s , - 1 7 school s y s t e m s : -• >

f a c t o r s i n f l u e n c i n g adaptabi H t y , 38 '\'-. economic Impact of techno logy, o n ; '39 '< J L

o r i e n t a t i o n and s t r a t e g y f o r changing; 42 s t r a t e g i e s f o r l o c a l school s y s t e m s , 13, 33 i

s c h o o l s , changing s e c o n d a r y , 34 '-s c h o o l s , l o c a l , 8

s c h o o l s , n o n - p u b l i c and equal oppor tun i ty -urban and equal o p p o r t u n i t y , 41 '

s c h o o l s o f educa t ion r e s e a r c h u n i t s i n , 40. schoo ls viewed as s y s t e m s , 42 -> s c i e n c e s , T i t l e 111, ESEA, 1965, 32 secondary l e v e l , change a t , 33 s e l e c t i n g among a v a i l a b l e a l t e r n a t i v e s fo r

I n n o v a t i o n , 22 . . . _ s e l f renewal o f s c h o o l s - a n d school systems", '

p r o j e c t f o r , 42 s e n s i t i v i t y t r a i n i n g g r o u p s , 4 s e r v i c e , r e l a t i o n s of e d u c a t i o n a l r e s e a r c h t o , 4 0 s i m u l a t i o n and games,39 s o c i a l s c i e n c e , s c i e n t i s t and p o l i c y , .6 s o c i a l s c i e n c e s , 35 s o c i a l systems of knowledge t r a n s f e r , . 21 s o c i a l t h e r a p y , 6 ^ s o c i a l I z a t l o n , 42 s o c i e t y , i m p l i c a t i o n s of the new educat iona l media '

f o r , 39 s o c i o l o g i c a l p e r s p e c t i v e s on e d u c a t i o n a l change ,3 ' : s o c l o - t e c h n i c a l s y s t e m s , 4 s t a b i l i z i n g change, 2 2 , 26 i

s t a t e educa t ion department In change', ro le o f , 8 . ' 7 , 3 2 , 33

s t a t e l e v e l , Innovat ion a t , 29

- 5 8 -

s t a t e and l o c a l investment , 19 s t a t e o r g a n i z a t i o n and r o l e o f new media , 27 s t a t e vs f e d e r a l power, ] j s ta tewide coord ina ted design and e v a l u a t i o n , 9 s t r a t e g i e s and t a c t i c s , 21 s t r a t e g i e s In e d u c a t i o n a l change, 35 s t r a t e g y f o r change, 44 s t r a t e g y f o r changing school s y s t e m s , k2 s t u d e n t s , 14

d i s a d v a n t a g e d , 33 g i f t e d , 32 handicapped, 32 u n d e r a c h i e v e r s , 33

super in tendents and modern math, 29 support o f e d u c a t i o n a l I n n o v a t i o n , 29 survey feedback, 4 ' '-sys tem, 18

a d m i n i s t r a t i o n , 2 , 29 change, 4 , 15 -v> communication, H I n t e r l n s t l t u t l o n a ) a g e n c i e s , 17 i -11nkage, 6 models , 4 , 21

development, 4 . s y s t e m , 4

m o t i v a t i o n , 26 o r g a n i z a t i o n , 28 s o c i o - t e c h n l c a l s y s t e m s , 4 s t r a t e g i e s f o r p lann ing In s y s t e m s , 13 , 42 s t r u c t u r e of American educa t iona l s y s t e m , 2 , 29 , 35 temporary s y s t e m s , 29

taxonomy of knowledge ro les , , 21 taxonomy o f knowledge t y p e s , 21 teacher as Innova t o r , 33 teacher e d u c a t i o n , T i t l e I I I , ESEA, 1965 ,32 teacher s h o r t a g e , 19 teacher t r a i n i n g fo r i n t e r r a c i a l c lassrooms , 41

• t e a c h e r ' s r e s i s t a n c e * 15 teaching and l e a r n i n g , c o l l a b o r a t i o n I n , 29 . , teaching mach ines , 39 t e a c h i n g , need f o r . e f f e c t i v e n e s s , 14 • team t e a c h i n g , 34 t e c h n o l o g i e s , 6 , 2 9 , 32 , 39 t e c h n o l o g i c a l changes In secondary s c h o o l s , 3 4 technology, Impact on s o c i a l o r g a n i z a t i o n of

school system - Impact on p h y s i c a l p l a n t , 39 t e l e v i s i o n , 33 temporary s y s t e m s , 29

- 5 9 -

tenure and academic freedom, 19 T - g r o u p s , 6 te rmina t ing the l i n k i n g r e l a t i o n s h i p , 22 t h e o r e t i c a l bases o f change, 6 t h e o r i e s , s t r a t e g i e s , and methods, It theory of d i f f u s i o n and adoption o f i n n o v a t i o n s , t h e o r y , need fo r a u n i f y i n g , 24 t i t l e I I I , ESEA, 1965, 32 t i t l e 111 o f the n a t i o n a l defense educat ion a c t , t i t l e 111 and e d u c a t i o n a l change, 29 t r a i n e r r o l e , 6 t r a f n e r - c h a n g e - a g e n t , r o l e o f , 42 t r a i n i n g , t r a i n i n g o f c h a n g e - a g e n t s , 26 t r a i n i n g programs and change, 16 t r a i n i n g and r e s e a r c h

c a r e e r t r a i n i n g , c r o s s c u l t u r a l t r a i n i n g , 4 programs f o r t r a i n i n g , ' 4 , 16 r e s e a r c h u n i t s , 3 1 . 35 , 40 s e n s i t i v i t y t r a i n i n g , s t a f f r e c r u i t m e n t . 18, *0 teacher t r a i n i n g , 41 t r a i n i n g of c h a n g e - a g e n t s , 26

t r a i n i n g fo r r e s p o n s i b l e e l 1 1 z e n r y , 1^ t r a n s f e r and s t a b i l i z a t i o n of change, 26 u n d e r a c h i e v e r s , summer elementary school f o r , 33 underdeveloped c o u n t r i e s , '9 United S t a t e s , c u r r e n t pi cut re of educa t iona l

change I n , 42 Uni ted S t a t e s e d u c a t i o n a l R&D c e n t e r s , 35 U . S . O . E . , r o l e o f , 17 urban and met ropo l i tan s c h o o l s - c i v i l r i g h t s , 3 2 urban s c h o o l s , 4 1 urban-suburban c o o p e r a t I o n , 41 u t i l i z a t i o n , 8 , 16 , 2 1 , 2 8 , 43

o f s c i e n t i f i c knowledge, t, u t i l i z a t i o n , needed r e s e a r c h o n , 28 Utopia and r e b e l l i o n , 29 U t o p i a n - a n a l y s i s , 4 va lue c l i m a t e s and arrangement fo r r e s e a r c h , 4o va lue of educat ion f o r Amer icans , 14 v a l u e s and e t h i c s

c o l l a b o r a t i o n , 4 , 6 , 41 c o n s u l t a t i o n , 4 democrat ic e t h i c s , 3 governmental c o n s i d e r a t i o n , 19 m a n i p u l a t i o n , 4 , 6 s o c i a l v a l u e s , 19 s o c i a l s c i e n c e and v a l u e s . 4

whi te achievement , and d e s e g r e g a t i o n , 41

- 6 0 -

FEEDBACK TO AUTHORS: I have used this bibliography to

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. other (specify: )

The section of each annotation which was most helpful to me was the

list of subjects . list of authors

descriptive commentary

I have referred this bibliography to

students teachers consultants or change agents administrators

. researchers other (specify:

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inadequate index . not enough detail

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I would suggest the following changes and additions:

Please send me additional copies of MAJOR WORKS ON CHANGE IN EDUCATION copies of PLANNING FOR INNOVATION copies of A GUIDE TO INNOVATION IN EDUCATION

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THE U N I V E R S I T Y OF MICHIGAN ANN ARBOR, MICHIGAN 48106

PLANNING FOR INNOVATION through

Dissemination and Utilization of Knowledge

Ronald G. Have lock and others

The author builds a comprehensive model of planned change from the perspective of knowledge utilization, basing his work on a review of several hundred sources.

This volume provides a framework for viewing innovation, dissemination, and utilization in many fields of practice (e.g., education, agriculture, medicine, public health, mental health, law, business administration, and technology). [See page 21 of this bibliography.]

655 pages Paperbound $8.00

Bibliography on

KNOWLEDGE UTILIZATION AND DISSEMINATION

This bibliography contains an alphabetical listing of over 4,000 entries relevant to the communication and adoption of innovations, planned change, dissemination, scientific knowledge transfer, and utilization: This bibliography was compiled for use in the volume " Planning for Innovation " described above and will be included automatically in filling orders. However, copies of the bibliography may also be purchased separately.

163 pages Paperbound $3.00

A GUIDE TO INNOVATION IN EDUCATION

Ronald G. Havelock

This manual on the innovation process should be a useful guide for anyone who sees himself in the role of change agent. It is designed for easy reference in the planning and day-to-day management of change. [See page 22 of this bibliography.]

Available in January 1970.

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MAJOR WORKS ON CHANGE IN EDUCATION