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This paper is mainly devoted to the analysis of four planning reports that were produced by the Planning Unit of the National Institute of Education (NIE) to guide NIE's activities for 1972-73. Each report presented recommendations for new programs and management activities intended to lead to better achievement of American educational goals. In his discussion, the author focuses primarily on NIE's strategies for obtaining information on which to base decisions about national programs, the attention devoted by NIE to the problems of dissemination and adoption of innovations resulting from national programs, and evidence for the influence of the four planning reports on subsequent NIE programs. The four reports include "Research and Development in Education: Analysis and Program Development," which was prepared by a study group chaired by Senta Raizen; "A Research and Development Agenda for the National Institute of Education," which was prepared by a study group chaired by Beverly Kooi; "The National Institute of Education: Working Papers on Problems, Goals, and Program Initiatives for NIE," which was prepared by the Stanford Research Institute; and "An NIE Strategy Paper," which was prepared by Amitai Etzioni. (JG)

An attempt has been made to categorize phenomena observed as 20 teacher training institutions have adopted innovations and to extrapolate from these findings key concepts and principles that could form the basis for developing empirically testable hypotheses and could be of some immediate utility to those involved in innovation adoption. The concept of a user system oscillating between times of equilibrium and disequilibrium (which takes place during change) was a beginning point. It was then suggested that there are identifiable phases within the disequilibrium period. These phases are injection, examination, preparation, sampling, spread, and institutionalization. The last section of the paper presents a description of possible adoption strategies that can be employed and a listing of some principles to follow in planning for and managing innovation adoption in teacher training institutions. (Author/IRT)

Evaluation designs are presented for these work components of the Improving Teaching Competencies Program (ITCP): (1) developing, implementing, and evaluating a strategy for disseminating selected ITCP instructional systems in Individually Guided Education (IGE) schools; (2) developing, implementing, and evaluating a strategy for disseminating ITCP instructional systems in the Florida Teacher Center network; and (3) planning, implementing, and evaluating three regional workshops using selected ITCP instructional systems. The first section of the report contains: (1) the context for this evaluation, including purpose, constraints, and primary audiences; (2) a description of the dissemination/diffusion strategies being evaluated; (3) objectives of the strategies; (4) questions to be answered in this evaluation; and (5) sequencing and emphasis of the evaluation. The second section includes descriptions of evaluation investigations to be conducted, the designs, variable emphasis, and means of data collection. The third section contains a plan for providing the information obtained. Contained in the appendices are: (1) worksheets summarizing the evaluation questions, sources of information, instrumentation, and analysis suggestions; (2) time schedules for various evaluation activities; (3) complete descriptions of contents of training to be conducted; and (4) preliminary drafts of instruments. (RC)

As a solution to the problem of disseminating information from research and development projects into the field, this project examined a number of diffusion models, developed the Omnibus Model, and tested it. The Omnibus Model consists of eight different action blocks. First, information is acquired both selectively and non-selectively, and then stored. A decision block examines the information about innovations and decides whether it is relevant to present or future needs. If that decision is positive, the information continues to flow through the system to the Communication Committee who channels it to the field via projects, local educational agencies, or the Bureau of Vocational Education. This block serves also as a gatekeeper for asking whether it is a good innovation, whether there is financial support for its diffusion, and whether there might be other more appropriate channels for its diffusion. After dissemination comes resource utilization, the provision of alternate courses to aid implementation; and then comes execution of the program by the client. Transformations in the program are monitored, and feed-back from the field provides further information which can be entered into the system via the acquisition block. This report contains an analysis of the activities of the diffusion program during the first year, is supported by flowcharts, sample forms, and sample publications. (WBC)

As an arm of the National Diffusion Network, the Pennsylvania State Facilitator's responsibilities include informing the schools about Title III approved programs and aiding in the actual adoption of such programs by school districts. Two aspects of the facilitator's role were identified for evaluation: (1) whether the facilitator had implemented the strategy it established to pursue its functions and (2) whether that strategy was successfully meeting the needs of its recipients. Interviews were conducted with a sample of representatives of developer/demonstrator projects and school site adopters. The four national developer/demonstrators interviewed were generally approving of the Pennsylvania Facilitator. They reported the state strategies acceptable in terms of the broader National Diffusion Network (NDN) but recommended changes in the philosophy of the NDN which would expand the responsibilities of the facilitator program. Nine representatives of adopter/adapter districts were interviewed. The concensus of their opinions was positive. The lack of a real grasp of the specific role of the State Facilitator by this group mitigated against an in-depth analysis or specific recommendations for change. (KB)

The Cooperative Urban Teacher Education (CUTE) Project was initiated in 1967 by the Mid-continent Regional Educational Laboratory (McREL) to design an intensive, field-oriented undergraduate program to prepare effective teachers for inner-city schools. The results is a 16-week program which is conducted during the student teaching semester and which has as its major objectives the development of the teacher's ability to understand the environment, attitudes, culture, insecurities, and prejudices of himself and his students, and the development of teacher competency in inquiry teaching methods. After developing the program, McREL designed a diffusion project in two phases. The objectives of Phase I were to select installation sites and establish CUTE programs using specially trained installer teams recruited from the site staff. Phase 1 evaluation consisted of testing program students and site-visit reports by McREL monitors. All eight sites proved to be operating successful CUTE programs. Phase 2 of the diffusion program utilized the original eight installation sites in further diffusion of the CUTE program to 20 additional universities. Again, evaluation consisted of testing students and on-site reports by McREL monitors. Evaluation reports are positive and show that the 28 sites operate effective programs and that of the almost 2000 graduates, most intend to remain in inner-city schools and almost all are highly successful, according to their supervisors. (HMD)

Using the case study approach, the Merrimack Education Center was examined (1) to test the linkage model developed by Ronald Havelock, (2) to provide a model description for the benefit of others who wished to duplicate the center's program, and (3) to provide feedback to the center itself. The study produced a thumbnail sketch of the center; a description of the principal linkages between the center and local education agencies' resource persons and groups, and practitioner persons and groups; a description of the center's philosophies and strategies; a description of the center's major programs; an identification and verification of the important impacts of the center; and an identification of the weaknesses in the center's role as a linkage agency. To acquire information, extensive on-site interviews were conducted with local education agency members, and data were also obtained from the school system clients of the center. The result of the case study documents in detail the innovations in the center's local education agencies as a result of knowledge utilization and fully describes the processes of resource utilization, communication, and innovation in a systematic manner. (JY)

These studies examine the dissemination strategies of ten selected educational innovations that illustrate a number of the problems and solutions that have emerged from past experience. In studying the diffusion of these products and programs, facts have been sought about what happened between conceptualization and implementation. The study tries to ascertain what was done at each step in the life of a product where a decision could affect its success in reaching users. Although the focus is diffusion, examination of product design and testing is also included, since the actions taken at these stages could have a crucial impact on eventual market success. The products and programs possess a wide range of types and degrees of innovational complexity and success. Their diffusion histories illustrate the diversity of tactics that have been tried. The products discussed have been developed and distributed by various combinations of research and development agencies, other nonprofit agencies, and commercial firms. Key points of general interest have emerged and are summarized to help fill a need in the diffusion literature for facts and inferences culled from practical experience, and to give advice to developers, disseminators, and funding agencies. (Author/MLF)

The effective utilization of research and development products ranks as one of the top priorities in American public education. The document contains two concept papers by recognized authorities on knowledge utilization activities: A Diffusion Mechanism for the Center for Vocational and Technical Education, Egon G. Guba; and Alternative Diffusion Strategies, Henry M. Brickell. The first paper begins with a review of diffusion models: considers six tactics including telling, showing, helping, involving, training, and intervening; and offers an explication of a diffusion program for the Center as its major thrust. Advocated within the program as mechanisms for effective diffusion are: (1) a distributor relations division; (2) a warranty division; (3) a training division; (4) a promotions division; and (5) a market studies division. Each division's functions are outlined and evaluation criteria are reviewed. The second paper considers 10 images of the practitioner (regarding educators as adopters of innovations); implications of these images for diffusion; characteristics of the adoption setting; characteristics of the innovation, with a summary of desirable characteristics; and diffusion tactics. This paper concludes with alternative diffusion strategies describing sample case strategies for the adoption of an innovation in an educational setting. (NH)

The diffusion of Individually Guided Education in Multiunit Schools (IGE/MUS) from the Wisconsin R & D Center for Cognitive Learning to local schools, was explored in terms of the organizational relationships and roles between the R & D Center, resource system, state education agencies (SEA), teacher education institutions (TEI), both mediating systems, and local schools (LEA). The focus of the study revolved around the independent variables of linkage, structure, and capability and the dependent variable of diffusion. A semistructured interview schedule was used to collect data from system representatives in three states, to probe for relationships, unanticipated barriers, and concerns associated with diffusion. Major findings of the study were: (a) IGE/MUS is the goal which acts as reference point for system relationships; (b) linkage between the TEI and user system was positively related to diffusion of IGE/MUS; (c) frequency of interaction was, in descending order, TEI-user systems, resource system-mediating system, SEA-user system, and resource system-user system; and (d) internal factors of structure and capability had varying consequences on diffusion. Ancillary findings were that internal variables of structure and capability supported linkage; linkage constituted the primary means for facilitating the diffusion; and that the TEI exhibited disproportionately high influence on diffusion. (Author/HMD)

An information diffusion system was designed and tested that would facilitate the diffusion of innovations on a national scale among community mental health centers. The experimental design used both written and interpersonal techniques. Combinations of the techniques were applied to three treatment groups and a control group. In addition, a number of data collection instruments were designed to assess the effectiveness of diffusion techniques. The results indicate that staff reactions to all three diffusion techniques were extremely positive. When the staff was asked to indicate their preference regarding diffusion techniques, 78.7 percent preferred interpersonal techniques, 19.2 percent preferred written techniques, and 2.1 percent cited other techniques. Moreover, requests from centers and other human service agencies for written materials far exceeded original estimates. Furthermore, feedback indicated staff would like the network to be continued and expanded. (Author/WCM)

Project SEIC (State Educational Information Center) was funded to increase the demand for and use of educational information, especially ERIC (Educational Resources Information Center) information, and to make more cost effective the delivery of information services. To accomplish these goals, Project SEIC first assessed the state-of-the-art of computer technology and then developed systematic programs of information dissemination/diffusion known as RSVP (Responsive Services for a Variety of Practitioners) and SID (Searches-In-Depth). This third volume of the three volume report contains the analysis of the statewide practitioner evaluation of comprehensive information services, including RSVP and SID. Included are (1) a description of the services evaluated, (2) a framework for interpreting the data provided in the appendixes, (3) a summary of the major findings, and (4) a statement of conclusions together with recommendations for further improvements in the service. (JY/DGC)

This appendix deals with career education projects funded under the Vocational Education Act, 1968 Amendments, Part D. Section 1 of the appendix describes the origins and the planning and management strategies that the United States Office of Education adopted for this program. Section 2 describes the role of state education agencies. Section 3 presents syntheses of the fieldwork case studies, which describe the similarities and differences found in the planning, implementation, and adaptation of each of the projects covered. It also attempts to generalize from the limited evidence. Section 4 presents the individual case studies for these career education projects. (Author)

This appendix deals with Title VII of the Elementary and Secondary Education Act, which funds bilingual education projects proposed by local school districts. Section 1 describes the origins and the planning and management strategies that the United States Office of Education adopted for this program. Section 2 describes the role of state education agencies. Section 3 presents syntheses of fieldwork case studies, which describes the similarities and differences found in the planning, implementation, and adaptation of each of the projects covered. It also attempts to generalize from the limited evidence. Section 4 presents the individual case studies for these bilingual education projects. (Author)

This report is the third in a series that describes the first-year results of the Rand study (July 1973-July 1974). It summarizes the findings and policy implications resulting from 29 case studies of change-agent projects conducted by Rand staff members and consultants in 25 school districts during April and May 1974. The report also describes the role of the state education agencies in selecting, managing, and disseminating change-agent projects. The case-study sites represent a variety of project objectives and local district conditions. The studies were limited to five types of innovations: career education, bilingual education, reading, staff development, and classroom organization. In the organization of the report, the process of innovation is characterized by three phases: initiation, implementation, and outcomes. Each area is given a chapter of the report. The outcomes of interest to this study are the effects of the project on classrooms, teachers, and students; the extent to which the project treatments were continued after the special project funding ended; and the amount of dissemination that took place between the project schools and nonproject schools within the local education agency and in other districts. (Author/IRT)

Under the sponsorship of the U. S. Office of Education, Rand is conducting a several-year study of federally funded programs designed to introduce and spread innovative practices in public schools. These change agent programs normally offer temporary federal funding to school districts as "seed money" or "risk capital." If an innovation is successful, it is assumed that the district will continue part or all of the project using other sources of funds, and also disseminate it to other schools in the district, as well as to other districts that may be seeking change. The Rand study examines four such federal programs--Elementary and Secondary Education Act Title III, Innovative Projects; Elementary and Secondary Education Act Title VII, Bilingual Projects; Vocational Education Act, 1968 Amendments, Part D, Exemplary Programs; and the Right-To-Read Program. The study identifies what tends to promote various kinds of changes in the schools and what doesn't. In particular, the Rand study will identify for federal, state, and local policy makers the nature, permanence, and extent of dissemination of innovations that are associated with the various federal programs and with various federal, state, and local practices. This part tries to distill the study's methods and results for a general audience. (Author)

This report reviews and synthesizes the findings of the survey and fieldwork as presented in Volumes II and III. In particular, it summarizes the evidence concerning the effects of federal change agent policy. Section 1 introduces the report. Section 2 describes the theoretical approach that served as the basis for data collection and analysis. Sections 3 and 4, respectively, present findings about the innovative process and about the factors affecting implementation and continuation. These sections do not present the actual analyses but use footnotes to refer to evidence presented in the other volumes. Section 5 goes beyond immediate data to raise questions about the policy instruments used in federal change agent programs. These policy implications are tentative for several reasons. First, this report presents only the findings of the first year of a two-phase study. Second, this is exploratory research--in effect the work consists of hypotheses that require more refined testing. Nonetheless, since policy can seldom afford the slow pace of scientific confirmation, conclusions supported by both the evidence and experience are offered. (Author)

This is the first of four appendixes to Volume III of the Rand report "Federal Programs Supporting Educational Change." This appendix is a description of Title III of the Elementary Secondary Education Act (ESEA) as it operates at the federal and state levels, together with a description and analysis of factors that contribute to the strengths and weaknesses of selected Title III projects. Section 1 describes the origins and the planning and management strategies that the United States Office of Education (USOE) adopted for Title III, both in the state plan program, which is administered by state departments of education, and in the smaller federally funded programs, which USOE administers directly. Section 2 describes the role of state education agencies in Title III. Section 3 presents syntheses of the fieldwork case studies. In examining Title III, the researchers decided to focus on projects that were reputed to be successful in one of two particularly difficult aspects of reform: classroom organization, which generally implies a shift in classroom practice toward concepts of open education; and staff development, which often aims at important changes in teacher behavior. Section 4 presents the individual case studies. (Author)

This is the second of four appendixes to the Rand study "Federal Programs Supporting Education Change." This appendix deals primarily with Right-To-Read, a federally administered program that funds innovative reading projects in schools that have been nominated by their district. It also contains descriptions of some Elementary Secondary Education Act Title III reading projects. Section 1 describes the origins and the planning and management strategies that the United States Office of Education adopted for Right-To-Read. Section 2 describes the role that state education agencies attempt to play in their program. Section 3 presents syntheses of the fieldwork case studies, which describe the similarities and differences found in the planning, implementation, and adaptation of each of the projects covered. It also attempts to generalize from the limited evidence. Section 4 presents the individual case studies for these Right-To-Read and Title III projects. (Author)

This second volume in the change-agent series reports the interim results of an exploratory statistical analysis of a survey of a nationwide sample of 293 change-agent projects funded by four federal demonstration programs--Elementary Secondary Education Act (ESEA) Title III, Innovative Projects; ESEA Title VII, Bilingual Projects; Vocational Education Act, 1968 Amendments, Part D, Exemplary Programs; and the Right-To-Read Program. The study addresses three research questions: To what extent did differences among the federal change-agent programs explain variations in the implementation and continuation of innovative projects? Which characteristics of innovative projects significantly affected their implementation and continuation? Were differences in institutional settings related to variations in project implementation and continuation, controlling for other factors, and, if so, which institutional aspects had significant and important effects? (Author)

The research study uses available data from the Comprehensive Career Education Model (CCEM) to examine relationships between diffusion factors and the acceptance of the developed curriculum units. A brief overview of the project is provided with recommendations for designing linkages among curriculum development agencies. The data came primarily from documentary records, evaluation reports, and teacher questionnaire responses, which provide the basis for analyses of the teacher acceptance of the curriculum units. Forty-one field tested career education curriculum units formed the focus for the research. The report examines the following diffusion-related variables: use of a temporary system as a device for linking a prime contractor with local education agencies, and teacher acceptance of the curriculum units in the field-test sites. Several independent variables were related to the teacher acceptance of the curriculum units: (1) teacher characteristics (race, sex, education level, and years in teaching); (2) degree of curriculum unit revision; (3) unit development site location; (4) infusibility of the concepts and the units; and (5) perceived effect of teaching the unit on teacher interaction with the class and the community. Appended are: statistical tables showing the data and data analysis, questions used to measure the variables associated with teacher acceptance, a glossary, and a bibliography. (Author/MW)

This volume has been prepared to assist researchers who are seeking procedures or devices for measuring the variables related to the diffusion of innovations in education. Measurement procedures and devices are reviewed, and abstracted information is provided for an initial review of the instrument by researchers. The abstract is not intended as a review of the literature relative to findings. The variables represented by the measurement references contained in this document can be considered only as representative of what is contained in the literature relative to the five categories outlined: (1) characteristics of innovations, (2) social contest of educational organizations, (3) characteristics of organizations, (4) characteristics of individuals, and (5) degrees of acceptance/adoption/installation. This document should expedite the location and/or development of instruments in the following ways: (1) in the case that the measure does not need to be translated, the researcher is saved the time and expense of developing his own instrument; (2) the researcher is provided a base or framework within which to set his ideas; and (3) if no relevant information can be found, the researcher can be somewhat confident that he has searched a significant section of the instruments available to meet his purpose. (Author)

A model experience-based career education program for secondary school students in Philadelphia, called the Academy for Career Education, has been operated by Research for Better Schools, Inc. (RBS), for three years. It utilizes employer/community participants as instructional agents and learning sites for career exploration and specialization, delivers career guidance/counseling services to students, and provides for individualized basic skill instruction. RBS does not regard the program developed for the academy as either a rejection of, or a free-standing alternative to secondary schools, but rather as a program to be used in conjunction with existing programing, and one which has yet to undergo field testing in various environments. The academy's past and future development is considered from a research, development, and dissemination perspective with relation to prototype development, dissemination, diffusion, replication, transportability and nurturance. The effectiveness of the prototype in the developmental setting has been determined and RBS will in the future continue to work with more user organizations towards its dissemination. This work entails its testing and adaptation on various environments, followed by necessary redevelopment. It also entails the testing of the program's diffusion strategy and assumptions, and the development of a change support system. (Author/SA)