EDRS PI ICE Piele, Philip K., Ed.: and Other

DOCUMENT RESUME ED 044 833 24 EA 003 230 AUTHOR Piele, Philip K., Ed.: And Other TITLE Social and Technological Change. Implications for Education. INSTITUTION Oregon Univ., Eugene. Center for Advanced Study of. Educational Administration.; Oregon Univ., Eugene. ERIC Clearinghouse on Educational Administration. SPONS AGENCY National Center for Educational Research and Development (DREW /CE), Washington, D.C. BUREAU NO BR-5-0217; BR-8-0353 PUB DATE 70 CONTRACT OEC-0-8-080353-3514; OFC-4-10-163 NOTE 341p.; CASEA Monograph Series Number 22; ERTC/CEA State-of-the-Knowledge Series Numbers 1-5 AVAILABLE FRCM Publications Department, Center for the Advanced Study of Educational Administration, Hendricks Hall, University of Oregon, Eugene, Oregon 97403 ($3.75) EDRSPI ICE EDRS Price MF-$1.50 HC-$17.15 DESCRIPTORS *Conference Reports, Conferences, Educational Administration, Educational Planning, Information Systems, *Prediction, *Social Change, *Systems Approach, Teacher Militancy ABSTRACT This volume contains five.state-of-the-knowledge papers commissioned by ERIC/CEA (now FRIC/CEM) and presented at a conference sponsored by ERIC/CEA and CASEA. The authors and the titles of the papers are: Willis W. Harman, "Nature of Our Changing Society: Implications for Schools"; Richard C. Williams, "Teacher Militancy: Implications for the Schools"; Roger A. Kaufman, "System Approaches to Education: Discussion and Attempted Integration"; Marvin C. Alkin and James E. Bruno, "Systems Approaches to Educational Plannina"; and John A. Evans, "Educational Management Information Systems: Progress and Prospectives." (RA) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION GRIMING IT.POINTS OF VIEW OR OPINIONS CO STATED DO NOT NECESSARILY REPRESENT tifFICIAL OFFICE OF EDUCATION POSITION OR POLICY. O C:1 Social 14.1 and Technological Change Implications for Education Edited by Philip K. Pie le Terry L. Eidell Director, ERIC ICEA Research Associate, CASEA with Stuart C. Smith Assistant Director and Editor, ERIC ICEA THE CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATION UNIVERSITY OF OREGON, EUGENE, OREGON C.7 1970 P11 CASEA Monograph Series, number twenty-two ERIC/CEA State -el -the- Knowledge Series, numbers onefive The Center for the Advanced Study of Educational Administration at the University of Oregon is a national research and development center that is supported in part by funds from the United States Office of Education, Depart- ment of Health, Education, and Welfare. The opinions expressed in this publication do not necessarily reflect the position or policy of the Office of Educa- tion and no official endorsement by the Office of Education should be inferred. Library of Congress Catalog Number: 78-631298 Printed in the United States of America University of Oregon Press, Eugene, Oregon DESIGNED BY E. JOSEPH SCHNEIDER Cover Drawn by Gregory J. Armbruster Contents FOREWORD ix INTRODUCTION xi PART I. NATURE OF OUR CHANGING SOCIETY: IMPLICATIONS FOR SCHOOLS Willis W. Harman 1. Introduction 1 2. Apparent Long-Term Trends 5 3. Two Contrasting Forecasts 13 4. Beliefs and Values in Transition 21 5. Revolutionary Forces 27 6. A Possible Underlying Conceptual Revolution 40 7. Meta-Issues of the Future 48 8. Implications for Education 55 Bibliography 63 PART II. TEACHER MILITANCY: IMPLICATIONS FOR THE SCHOOLS Richard C. Williams 9. Introduction 71 10. Level of Teacher Militancy 75 11. Conditions Affecting Teacher Militancy 78 12. Alternative Models for Teacher Participation 86 13. Selection of Appropriate Model 92 14. Future Development of Teacher Militancy 104 Bibliography 115 PART III. SYSTEM APPROACHES TO EDUCATION: DISCUSSION AND ATTEMPTED INTEGRATION Roger A. Kaufman 15. Introduction 121 16. Why a System Approach? 123 17. Education and Management: Design-Process Mode of a System Approach 134 18. Other System Approaches 150 19. Possible Integration of Three System Approach Modes 158 20. Integration of a System Approach and Some Tools for the Quantitative Improvement cf Education 162 21. Objections to System Approaches 169 22. Prospects and Conclusion 177 Bibliography 181 PART IV. SYSTEMSA.PPROACHES TO EDUCATIONAL PLANNING Marvin C. Atkin and James E. Bruno 23. Introduction 191 24. Operations Research 193 25. Planning-Programming-Budgeting Systems 210 26. Systems Analysis 217 27. Other System Analytic Techniques 221 28. Limitations 226 29. Specifications 231 Bibliography PART V. EDUCATIONAL MANAGEMENT INFORMATION SYSTEMS: PROGRESS AhD PROSPECTIVES John A. Evans 30. Introduction 247 31. Definition of Concepts 250 32. Developments in Management Information System Technology 263 33. Application of MIS Tools to Education 294 34. Computing the Future 308 Bibliography 315 Supplementary Bibliography: Computer Applications in Education 323 ACKNOWLEDGMENTS 333 fseagorlOImamen Foreword 'THE publication of this monograph represents the culminaiing event 1 in a major cooperative venture begun nearly two years ago by the ERIC Clearinghouse on Educational Administration and the Center for the Advanced Study of Educational, Administration. That cooperative venture was, in turn, a result of the convergence of interests of these two organizations. In the summer of 1968, CASEA announced the adoption of a revised statement of focus and objectives. In that announcement, the Center indi- cated that its general objectives in the years ahead would be to develop organizational and administrative arrangements that would accommodate rapidly changing instructior al techniques, strategies, and goals. A central concern underlying the adoption of that objective was the realization that rapid changes were occurring in the social forces that impinge upon the educational system of this country and in the technological means by which education is conducted. To inform those in the Center who were planning future research and development activities, it appeared neces- sary to assemble the best information possible regarding the nature of those changes. At the same time, the Clearinghouse was interested in commissioning a series of state-of-the-knowledge papers to provide educators throughout the country with the latest information regarding the educational implications of social and technological change in America. Thus, the cooperative venture was undertaken. is X FOREWORD With the advice of a number of people both within and outside the two organizations, their directors began a series of discussions regarding relevant topics to be treated in the commissioned papers. Once the topics were agreed upon, a nationwide search was undertaken to identify the leading scholars in each of the topical areas. Eventually, those scholars were identified and contacted. All agreed to prepare papers on the assigned topics and to present those papers at a conference to which leading researchers, professors, and practitioners in the field of educational administration would be invited. The conference was held in Portland, Oregon, on December 8-9, 1969. Following the conference, the papers were refined and through publication in this monograph ere being made available to those interested. MAX G. ABBOTT CASEA Director Introduction WHEN funds became available for ERIC clearinghouses to commis- sion state-of-the-knowledge papers, the Clearinghouse on Educa- tional Administration was confronted with two major problems. First, there seemed to be little agreement in education as to the precise nature of a state-of-the-knowledge paper. Second, even when agreement on the nature of such papers could be obtained, the subject matter to be included in them was difficult to delineate in such a way that prospective authors would have a well-defined prescription to guide their efforts. The more general problemthat of ticcrang the nature of a state-of-the- knowledge paper- -was confronted first a meeting of the ERIC/CEA National Advisory Board. After consider :Ile discussion, some basic ideas about the nature of a state-of-the-knowledge paper in the field of educational administration were agreed upon. Subsequently, a set of general specifications for ERIC/CEA state-of-the-knowledge papers was prepared. Although these guidelines were intended primarily as a means of obtaining some consistency among the papers commissioned, it seems worthwhile to summarize them here so that those who read the papers may better appreciate the constraints placed upon the authors. The guidelines provided for division of each paper into four parts. In preparing his paper, each author was requested to define precisely for his readers the parameters of his topic. Therefore, a brief introduction or other initial statement of the topic was required. Although the portion of a state-of-the-knowledge paper that should xi xii INTRODUCTION be devoted to an analysis of relevant literature cannot be exactly pre- scribed, a substantial amount of each paper was expected to cite and critically analyze what has been written on the topic. A brief historical perspective of the topic was also considered beneficial for readers. In most topics the literature published in the last ten years (or less) was thought to provide an adequate basis for defining, synthesizing, and pro- jecting. Citations of documents produced prior to that period were generally to I e confined to "landmark" reports that have set the step for current thinking. A major function of state-of-the-knowledge papers underlying this guideline is that they provide an interested.

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