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Itted the Reporting Centers Are (1) Center for the Advanced Study of Educational Administration ,1[. DOCUMINT RISUMII ED 028 499 EA 002 027 A Review of Research and Development Centers Supported by the U.S. Office of Education. Office of Educatit (DHEW), Washington, D.C. Bureau of Research Report No-OE-12040 Pub Date 69 Note-173p.; Repel*nt. Available from-Journal of Research & Development in Education. 122 Baldwin Hall. University of Georgia. Atlanta'. Ceorgia 30601 ($2.00). Journal Cit-J nal of Research and Development in Education; vl n4 Summer 1968. EDRS Price MF-$0.75 HC-$8.75 Descriptors-Cognitive Development, Early Childhood Education. Educational Administration. *Evaluation. Higher Education. 1nstructionalPrograms.Learning,*Objectives.sProsram Effectiveness.*Research and DevelopmentCenters. School Organization. Social Structure, Teacher Education. Teaching Reports from the nine research and development centers funded by the United States 0ffice of Education provide a self-assessment of the centers from the standpoint of their respective goals. the methods used in pursuing these goals. estimates of their success to .clate, and estimates of their projected success. Discussion of organizational aspects and detailed reports of dissemination activities are omitted The reporting centers are (1) Center for the Advanced Study of Educational Administration. (2) The Learning Research and Development Center. (3) Wisconsin Research and Development Center for Cognitive Learning. (4) Research and Deyelopment Center for Educational Stimulation (3-12). (5) Center for Research and Develpment inTeaching.(6) Research and Development Center for Teacher Education. (7) Center for Research and Development in Higher Education. (8) Center for Study. of Evaluation in Instruction, and (9) Research and Development Center for Social Organization of Schools. (TT) .; e,44 yo Weelw0006 Of / Co FeW4s amerr- Or 8 it. wcm a reviewofRESEARCH AND DEVELOPMENT CENTERS SUPPORTED BYTHE U.S. OFFICE OFEDUCATION CONTENTS Page PREFACE 1 THE CENTER REPORTS CENTER FOR THE ADVANCEDSTUDY OF EDUCATIONAL 16 ADMINISTRATIONMax G. Abbott THE LEARNING RESEARCHAND DEVELOPMENT CENTER 30 John L. Yeager and RobertGlaser 45 WISCONSIN R & D CENTER FORCOGNITIVE LEARNING Herbert J. Klausmeier R & D CENTER FOREDUCATIONAL STIMULATION(3-12) 67 Warren G. Findley CENTER FOR RESEARCH ANDDEVELOPMENT IN TEACHING 85 Robert N. Bush and N. L. Gage 106 R & D CENTER FORTEACHER EDUCATION Robert F. Peck and Oliver H. Brown CENTER FOR RESEARCH ANDDEVELOPMENT IN HIGHER 127 EDUCATION Leland L. Medsker CENTER FOR STUDY OFEVALUATION IN INSTRUCTION 143 PROGRAMS Erick L. Lindman R & D CENTER FORSOCIAL ORGANIZATION OFSCHOOLS 151 Edward L. Mc Dill, James McPartlandand J. Timothy Sprehe PERSPECTIVES ON EDUCATIONALft & D CENTERS 190 Norman J. Boyan andWard S. Mason PREFACE The Research and Development Centerssupported by the United States Office of Education jointly with the nine universities at whichthey are located are a relatively new phenomenonin American education, the oldest centerhaving been established less than five years ago. They represent an attempt totake advantage of the staffs and resources ofselected institutions of higher education to mountsubstantial efforts to improve American education insignificant ways through a systematic long-term program of research and development on thechosen focus of each of the respective centers. Selection of these institutions for centers,funded originally for five years but with the premise that excellence ofcontributions would likely warrant extension of the grants for another five years, presupposed strongoriginal staffs and the prospect of augmenting these staffs with additional productiveprofessional personnel. Each university center was chosen, too,for its special capabilities to do research in the areaof its focus, for the strength of itsrelationships with relevantlocal,state, regional,and/or national institutions, and for evidence of each university'scommitment to active support of its Research and Development Center's program as a majorthrust of the university's total program. The purpose of this issue of theJournal of Research and Development in Education is to present for thefirst time in any single publication an assessmentof all nine of these USOE-funded Research and Development Centers: an assessmentfrom the standpoint of their respective goals, the methods used in pursuingthese goals, an estimate of their success to date, and an estimateof their projected success. Each center was asked to present its account in these terms.At the same time, the tenter wasurged to omit discussion of its organizational aspects and any detailed reportof its dissemination activities. It was felt that the emphasis ongoals and progress toward them would give a unity and parallelism to the several treatmentsand that current and prospective product, rather than operational structure or machineryfor dissemination of the product, was the prime basis for evaluating the promiseof these Research and Development Centers as forces for improvement in education Warren G. Findley Merlin C. Wittrock University of Georgia University of California, Los Angeles Co-Advisory Editors 9 16 PROFESSIONAL STAFF Max G. Abbott, Director of the Center and Professor of Education Forrest Lee Brissey, Professor of Education Robert Campbell, Professor of Economics Richard 0. Carlson, Professor of Education W. W. Charters, Jr., Professor of Education Robert Dublin, Professor of Sociology Terry L. Eidell, Director, ERIC and Professor of Education John M. Foskett, Professor of Sociology Keith Goldhammer, Dean, School of Education, Oregon State University R. Jean Hills, Professor of Education Paul B. Jacobson, Chairman, National Advisory Committee and Dean, School Of Education Roland J. Pellegrin, Director, Institute for Community Studies and Professor of Sociology Phillip J. Runkel, Professor of Psychology Richard A. Schmuck, Professor of Education Barry Siegel, Professor of Economics Donald E. Tope, Professor of Education Harry F. Wolcott, Professor of Education L. Harmon Zeigler, Professor of Political Science Robert C Ziller, Professor of Psychology fh. 17 CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ORGANIZATION Max G. Abbott University of Oregon Introduction makes distance and space irrelevant para- meters. The traditionalallocation of au- The organizational and administrative thority in the school may be unrealistic in arrangements thatprevail today in the view of changes in the teacher'srole American school may have been well demanded by new instructionaltech- adapted to the instructional techniques in niques. And it is likely that instruction the first half of the Twentieth Centuryto cannot continue to becarried on in the textbook-dominated classroom where relativelyautonomousself-contained one teacherconfronted thirty to forty classrooms through which students are pupils each period or day and engaged moved in narrowly graded age cohorts. them in an instructional pattern of lec- Alterations in this traditional instructional ture, assignment, recitation,and examina- pattern will undoubtedlychange the en- tionbut it is by no means certain that tire organizational character of the school. they will be appropriate to the instruc- In whatever ways the school may need tional techniques of the year 2,000. to be re-structured,however, difficult There is gready some indication that problems of organizationwill remain. the American school will be unable to Thus, focus pf the research and develop- capitalize on the emerging instructional ment work of the Centerfor the Ad- patterns without somefundamental struc- vanced Study of Educational Administra- tural and procedural changes. It is pos- tion is on the organizational and admin- sible, for example, that the notion of a istrativeimplicationsofinstructional geographically-boundedschooldistrict change, with particular reference to public will be outmoded as a unit for organizing elementary and secondary education in instruction,especiallyconsideringthe the United States. Within this focus, the modern communications technology that generalobjective of the Center is to 18 develop organizational andadministrative through the country, seriousdeficiencies arrangements for theeducational enter- existed in the field of educationaladminis- estab- prisethatcanaccommodate rapidly tration at the time the Center was changing instructional techniques, strat- lished. There was a lack of systematic, egies, and goals. coherent, and organized bodiesof knowl- When the Center for the Advanced edge based upon soundtheoretical and Study of Educational Administration was empiricalwork;methodologicaltech- established at the University of Oregon in niques were limited andrelatively unde- April of 1964, its objective wasbroadly veloped; applied research anddevelop- defined as the improvementof educa- ment activities wererarely based upon the tional administration and school organiza- findings of basic research; anddissemina- tion through programsof basic research, tion programs wereseldom related to applied research and development,dissem- on-going research anddevelopment. ination, and training. Much of the work that hasbeen going The problem area chosen forthe Center on inthe Center during the early yearsof was thesocial context of educational its operation, therefore,has been designed organization and administration,with the to make upfor those deficiencies. Staff term"social context" defined as the members have prepared surveysof the environments, 1: oth externaland internal, existing literature andconferences have the avail- in which educationalpolicies are
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