A Model for Educational Improvement in Extension. Theoretical Paper No. 26.
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| Title: | A Model for Educational Improvement in Extension. Theoretical Paper No. 26. |
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| Authors: | Kreitlow, Burton W., MacNeil, Teresa, Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 1970 |
| Contract Number: | OEC-5-10-154 |
| Descriptors: | Educational Improvement, Educational Innovation, Extension Education, Models |
| Abstract: | Originally designed to describe change in school systems, a model for educational improvement is generalized here in terms of university extension. An assumption is made that Extension is also an open system, where an observable improvement process occurs. The model permits an idea to be traced from the point where it enters the system to where it becomes part of the organization's action program. The flow may proceed through the stages of research, development, diffusion, and on to adoption. An essential part of the model is its social change mechanism which includes (in the case of university extension systems) administrators, specialist staff, program participants, and a governing board. An example illustrates the importance of interaction between representatives of these groups if commitment decisions are to be reached about improvements in the system. (Four figures are included.) (Author/LY) |
| Journal Code: | RIEMAR1971 |
| Entry Date: | 1971 |
| Accession Number: | ED043829 |
| Database: | ERIC |
| Abstract: | Originally designed to describe change in school systems, a model for educational improvement is generalized here in terms of university extension. An assumption is made that Extension is also an open system, where an observable improvement process occurs. The model permits an idea to be traced from the point where it enters the system to where it becomes part of the organization's action program. The flow may proceed through the stages of research, development, diffusion, and on to adoption. An essential part of the model is its social change mechanism which includes (in the case of university extension systems) administrators, specialist staff, program participants, and a governing board. An example illustrates the importance of interaction between representatives of these groups if commitment decisions are to be reached about improvements in the system. (Four figures are included.) (Author/LY) |
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