A Study of Teacher Education Institutions as Innovators, Knowledge Producers and Change Agencies. Final Report.

Autor/inn/en	Clark, David L.; Guba, Egon G.
Institution	Indiana Univ., Bloomington.
Titel	A Study of Teacher Education Institutions as Innovators, Knowledge Producers and Change Agencies. Final Report.
Quelle	(1977), (572 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrative Policy; Change Agents; Demography; Educational Development; Educational Innovation; Educational Research; Financial Support; Goal Orientation; Institutional Research; Institutional Role; Political Influences; Productivity; Research Utilization; Schools of Education; Social Influences; Socioeconomic Influences; State of the Art Reviews; Statistical Data; Teacher Attitudes; Trend Analysis + Suchen Sie Ihr Suchwort? Demografie; Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Finanzielle Förderung; Zielorientierung; Zielvorstellung; Institutionelle Forschung; Political influence; Politischer Einfluss; Produktivität; Forschungsumsetzung; Erziehungswissenschaftliche Fakultät; Sozialer Einfluss; Sozioökonomischer Faktor; Entwicklungsstand; Lehrerverhalten; Trendanalyse
Abstract	This report has been prepared in response to the need for basic data on the nature of schools, colleges, and departments of education (SCDEs) and on the roles they play or might be expected to play in knowledge production and utilization (KPU) in education. Investigative activity involved examining the KPU activity of 135 SCDEs, and the resulting data is analyzed under the following descriptive headings: (1) institutional self-report (demographic data, institutional KPU mission, KPU-supportive organizational policies and practices, KPU activities and products, KPU futures in respect to demography, organization, and faculty); (2) faculty self-report (demographic data, perception of and involvement in institutional KPU mission, perceptions of the future; (3) productivity studies (general description of the studies, relative performance of SCDE types, classification of SCDEs by KPU productivity, sources of highest degrees, SCDEs contrasted to other KPU producers); (4) contemporary scenarios of KPU in SCDEs by category; (5) contextual factors affecting individual and institutional behavior in SCDEs (individual and unit relationship with the institution and superstructure, governance, mission, budgets, reward systems); (6) likely near future scenarios (budget, KPU support, training and instructional activities support, program quality, governance, role perception, issues for planners); (7) alternative futures for SCDEs (framework, application of framework to SCDE institutional types, summary and recommendations for sustaining and expanding KPU centers and expanding knowledge utilization involvement). (MB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC