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THIS POSITION PAPER DEFINES ASPECTS OF INNOVATION IN EDUCATION. THE APPROPRIATENESS OF PLANNED CHANGE AND THE LEGITIMACY OF FUNCTION OF PLANNED CHANGE ARE DISCUSSED. PRIMARY ELEMENTS OF INNOVATION INCLUDE THE SUBSTITUTION OF ONE MATERIAL OR PROCESS FOR ANOTHER, THE RESTRUCTURING OF TEACHER ASSIGNMENTS, VALUE CHANGES WITH RESPECT TO TEACHING RESPONSIBILITIES AND MODERN TECHNIQUES OF TELEVISION AND PROGRAMED INSTRUCTION, NEW STRUCTURES, AND CHANGES IN PHYSICAL FACILITIES. FEDERAL AND STATE GOVERNMENTS, EXTERNAL OR CIVIC CHANGE AGENTS AND INTERNAL AGENTS SUCH AS SUPERINTENDENTS AND PRINCIPALS FUNCTION AS CHANGE AGENTS, HAVE NO CLEAR CLIENT SYSTEM, AND UTILIZE NO SYSTEM FOR DISSEMINATION OF RESEARCH FINDINGS. THE COMPLEX DECISION-MAKING STRUCTURE OF EDUCATIONAL INSTITUTIONS FURTHER INHIBITS PLANNED CHANGE. EIGHT ELEMENTS (NOW LACKING) ARE SEEN AS ESSENTIAL FOR THE ACCEPTANCE AND DIFFUSION OF INNOVATIONS--BROAD GOALS, SPECIFIC GOALS, PROFIT MOTIVE, RESEARCH AND DEVELOPMENT INVESTMENT, ECONOMIC ADVANTAGE, PERSONAL ADVANTAGE, CLEAR PERFORMANCE STANDARDS, AND CLEAR PRODUCT ASSESSMENT. THIS PAPER WAS PRESENTED TO THE CONFERENCE ON STRATEGIES FOR EDUCATIONAL CHANGE (WASHINGTON, D.C., NOVEMBER 8-10, 1965). (JK)

Papers presented at national seminars for the purpose of developing a model for adult basic education in corrections are contained in this collection. The papers presented by consultants and participants in the conference provide a primary base of information for the creation of a model for adult basic education in corrections. Subjects discussed include using inmates as teachers and tutors, use of tests, history of correctional education, community resources, basic English, teaching with television, and ethnic differences. Each article is followed by a bibliography. (RS)

PRESENTED ARE A SELECTED GROUP OF PAPERS CHOSEN FROM THOSE GIVEN AT TWO INSTITUTES ON FOSTERING AND REINFORCING INNOVATIVE BEHAVIOR IN SELECTED SCHOOL PERSONNEL. THE TOPICS PRESENTED INCLUDE--(1) THE VALUE OF RESEARCH IN THE CLASSROOM, (2) THE NECESSITY FOR TEACHERS TO BE INNOVATIVE, (3) THE FACTORS RELATED TO ACADEMIC ACHIEVEMENT, (4) THE USE OF PROGRAMED MATERIAL IN THE CLASSROOM, (5) THE NEED FOR SCHOOLS AND TEACHERS TO HAVE SPECIFIC OBJECTIVES, AND (6) THE NECESSITY FOR INNOVATION AND EVALUATION WHEN APPLYING FOR FUNDS UNDER THE ELEMENTARY AND SECONDARY EDUCATION ACT. SOME BIBLIOGRAPHICAL REFERENCES ARE INCLUDED WITH THE PAPERS. (ES)

The school is viewed as a social system, composed of human beings interlocked in a network of social relationships and possessing a system of shared orientations which serve as standards for human behavior. Two related concepts are discussed: (1) pupil control ideology, conceptualized along a continuum ranging from "custodialism" to "humanism;" and (2) organizational climate, also arrayed along a continuum from open to closed. It is hypothesized that schools with open climates, and teachers and principals serving in relatively open schools, will be significantly more humanistic in pupil control ideology than schools with closed climates, or teachers and principals serving in closed climates. Two measurement instruments, the Pupil Control Ideology form (PCI) and the Organizational Climate Description Questionnaire (OCDQ) are briefly described. These were used to collect data on 45 elementary schools in 30 school districts. Results indicate that public elementary schools with open climates are significantly more humanistic in pupil control ideology than those with closed climates. Also, teachers, but not principals, serving in open schools, were found to be more humanistic in pupil control ideology than those in closed schools. (TL)

This report asks what are the characteristics a person should possess before being admitted to practice as a professional, how and by whom are those characteristics identified, and how are they measured. It identifies and selects certain criteria common to all professionals; then it details various aspects involved in assessment and certification. Some of these aspects are personality, knowledge and ability to apply subject matter, and job performance. A list of resource journals and major associations and agencies contacted and a description of procedures are appended. (JB)

This study assesses the reliability of the System for the Analysis of Classroom Communication (SACC) devised to permit the gathering of data descriptive of classroom communication between teacher and pupils for evaluative purposes. The reliability used was called inter-observer agreement. The measure of inter-observer agreement used was the Scott coefficient which takes into account the number of categories in the system and the frequency with which each is used. The sample consisted of six schools, 20 teachers, eight subject matters, and eight grade groups. Students were of average socioeconomic status, most were "Anglos" but some were Mexican-Americans. There were 33 sessions varying in length from seven to 34 minutes; a session being defined as a coherent curricular unit. The two observers, who coded at the same sessions, were advanced graduate students in education. Results indicated that the level of inter-observer agreement was significantly high enough to permit use of the instrument for evaluative purposes. A modification of procedure should be used when the goal is evaluation of a school or a grade level. (EK)

Language laboratory equipment and use in England are described, and guidelines are provided for the choice and purchase of equipment. An introduction explains laboratory function, advantages, and instructional techniques and describes a sample session. A section on preliminary planning explores staff requirements, types of courses, laboratory location, and other equipment. Some general remarks are made on criteria for laboratory equipment selection and laboratory design. Hints on staff and student preparation are also offered. Appendixes include a glossary, bibliography, and list of suppliers. (AF)

Nine group exercises for developing organizational skills and personal and interpersonal insight in inner city teachers are presented. The exercises, which consist of rationale and instructions for the user, are devoted to developing an understanding of verbal communication; investigating the roles of a helper, of a white counselor and black teacher in a conflict, and of a superintendent of schools and consultant in a race crisis; motivating interracial discussions; developing group skills in revising and reacting to policy documents; and exploring strategies for creative conflict. The latter also proposes how decisionmaking should be structured in an organization. An additional exercise (not necessarily for a group) explains the advantages of a time bar diagram (Critical Path Method network) over a conventional bar chart in long range planning. (LP)

This model is proposed as an instrument for describing the process of change in school systems. It is a composite of ideas derived from the findings of researchers in the fields of agriculture and education, and from authors' observations of the change process in five Wisconsin school districts. The model describes the flow of the change process in a school system, and allows for the fact that ideas for improvement may either be supplied to, demanded by, or originated within, the school system. It also underscores the importance of interaction among all the major entities (school board members, administrators, teachers, and citizens) within the system if there is to be optimum commitment to decisions for improvement. (Author)

TITLE III-B OF THE ECONOMIC OPPORTUNITY ACT OF 1964 AND TITLE I OF ESEA REPRESENT THE FIRST MAJOR FINANCIAL EFFORTS DIRECTED TOWARD THE PROBLEMS OF EDUCATING MIGRANT CHILDREN. OEO HAS ESTABLISHED LITERACY CENTERS FOR ADULTS, AND MADE VOCATIONAL TRAINING AVAILABLE TO MANY MIGRANTS. THE STATE DEPARTMENTS OF EDUCATION, WITH MONEY FROM ESEA, HAVE BEGUN TO DEVELOP, COLLECT, AND DISSEMINATE MIGRANT EDUCATIONAL MATERIALS, AND IN A FEW INSTANCES HAVE INITIATED INTERSTATE COOPERATION, WHICH IS A DEFINITE REQUIREMENT IF MIGRANT EDUCATION IS TO BE SUCCESSFUL. FURTHER EFFORTS SHOULD BE DIRECTED TOWARD THE ORGANIZATION OF A NATIONAL NETWORK OF MIGRANT EDUCATION CENTERS WHICH WOULD HAVE AS ITS OBJECTIVES THE FOLLOWING--(1) COORDINATION OF ALL MIGRANT PROGRAMS, (2) EXTENSIVE EXPERIMENTATION IN MIGRANT EDUCATION, (3) DEVELOPMENT OF INSTRUCTIONAL MATERIALS, (4) TRAINING AND RETRAINING OF TEACHERS OF MIGRANTS, (5) TRAINING OF MIGRANT AIDES, (6) TRAINING OF MIGRANT SPECIALISTS, (7) PROVISION OF CONSULTANT ASSISTANCE, AND (8) THE EVALUATION OF THOSE PRESENT AND FUTURE MIGRANT PROGRAMS WHICH RECEIVE FUNDS FROM STATE AND FEDERAL SOURCES. (ES)

A follow-up study was made of a 1966 summer retraining program designed to increase the range of teacher competencies in dealing with disadvantaged youth within the classroom and teacher understanding of the concerns of parents of disadvantaged youth as a major means of effecting educational change. The 4-week program involved about 150 teachers and supporting personnel in guidance, reading, and administration in a practicum in which four 2-member teams were assigned to each of 20 classes of 15-20 students. Each team planned units of work, observed other teams, taught, evaluated teaching, reviewed display materials and met with parents of children. The follow-up consisted of focused interviews in November 1966 and February 1967 with a representative sample of 72 participants. Findings revealed that many if not all of the plans of the summer had been forgotten under the press of events and that few changes were carried over into the regular year by either teachers or nonclassroom personnel. The insularity of the school from the homes of disadvantaged youth was particularly noteworthy. Implications included these: School structure molds the outlook of school personnel with regard to teaching and learning and with regard to professional relationships--which are governed more by power of hierarchy than by focus on the teaching situation. Retraining should include the regular school program and involve all parties to be affected by proposed changes. (JS)