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Ed 127 664 Author Institution Spons Agency Bureau DOCUMENT RESUME ED 127 664 95 EA 008 576 AUTHOR Rensenbrink, John TITLE How Change Does and Does Not Take Place: Innovation and Recurrence in Educational Refora Programs. Final Report. INSTITUTION Bowdoin Coll., Brunswick, Maine. SPONS AGENCY National Inst. of Education (DHEW), Washington, D.C.; Office of Education (DHEW), Washington, D.C. BUREAU NO 2A039 PUB DATE 30 Jun 76 CONTRACT OEC-1-72-0007(509) NOTE 348p.; Nct available in hard copy due to small print of original document EDRS PRICE /MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS *Case Studies (Education); *Educational Change; Educational Innovation; *Elementary Education; Freedom Schools; *Organizational Change; *Program Development; Questionnaires IDENTIFIERS Maine ABSTRACT This report describes a study that examined the process of educational reform and sought to determine how and why internal changes occur in the evolution of an educational program. The aut'aor studied the progress of four educational reforms in the Brunswick-Freeport area of midcoast Maine, including the introduction of significant changes in the Freeport elementary schools from 1969-74, the introduction of a large open-structured elementary school in Brunswick from 1970-74, the founding and implementation of a private free school in Freeport from 1969-74, and the establishment and implementation of an Upward Bound project at Bowdoin College from 1966-73. Part1 of the report establishes the framework and scientific basis for the study. Part 2 identifies and discusses the basic factors that interact in the change process and traces the history of the four educational reform programs. Part 3 presents the author's conclusions, including findings relevant to the specific hypotheses identified at the start of the study and some general findings that evolved during the course of the study. The appendix contains a copy of the questionnaire used in the study and a list of people interviewed during the study. (Author/JG) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * reproducibility are often encountered and this affects the quality * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDPS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** HON CHANGE DOES AND DOES NOT TAKE PLACE: INNOVATION AND RECURRENCE IN EDUCATIONAL REFORM PROGRAMS BY JOHN RENSENBRINX tESTCOPY&ULM L') U S OEPARTMENT OF HEALTH. E OUCATION A WELFAR E NATIONALINSTITUTE OF EDUCATION "41 TrIIS 0OCUMENTHAS BEEN REPRO- OUCE0 EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZAT ION ORIGIN ATIND IT POINTS OF VIEW OR OPINIONS STATEO DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITLITE OF EOUCATION POSITION OR POLICY 2 HOW CHANGE DOES AND DOES NOT TAKE PLACE: INNOVATION AND RECURRENCE IN EDUCATIONAL REFORM PROGRAMS A Final Report to the Office of Education. June 30, 1976. This study was begun in the spring of 1972 and concluded in the summer of 1975. It has been partly funded by a grant from the United States Office of Education. The title of the Research Project, as funded by OE, was "The Process of Effecting Change: How Aims Work out in Practice in Four Change Programs in Education in Mid-Coast Maine." (Vendor Number OE 002036; NIH-601283; Grant Number OEC-1-72-0007 (509); Transaction Number 720E 8374; Pioject Number 2A039.) Up to October 1972. the project's sponsoring officer in OE was Dr. Richard V. McCann, Office of Education, Region I. JFK Building, Boston, Massachusetts. Thereafter it has been Dr. Ron Anson. Project Officer, Office of Research Grants, National Institute of Education, Washington, D. C. The cooperating sponsoring institution was Bowdoin College. The project director was John Rensenbrink, Professor of Government and Legal Studies, Bowdoin College, Brunswick, Maine 04011. "3:P1 3 To the 150 teachers, students, parents, school administrators; school board members, town officials and others who gave their time and energy for interviews, I dedicate this study. TABLE OF CONTENTS Preface PARTI.: The Basis of the Study Ch. 1 The Original Plan of the Study Page 1 Ch. 2 Search of the Related Research Page 8 Ch. 3 Concept Development and Modification Page 20 Ch. 4 Modification of the Four Original Hypotheses Page 34 Ch. 5 The Discovery of Factors Interacting in the Process of Change Page 37 Ch. 6 Epistemological Approach, Research Anatomy and Research Strategy Page 40 Ch. 7 The Political and the Educational: Demarcation and Relationship Page 55 PART II.: Nine Sets of Factors That Interact in the l'rocesr, of Chan;e Ch. 1 Dualities-in-Conflict, or Cultural Page 70 Discontinuity Ch. 2 Rebellion or the Roots of Consciousness: Defiance, Emulation, and New Values Page 87 Ch. 3 Belief Styles Page 112 Ch. 4 The Manner of Commitment Page 126 Ch. 5 Consciousness Page 133 Ch. 6 The Dual Face of Compromise Page 146 Ch. 7 Strategy Page 159 5 TABLE OF CONTENTS (cont.) Cn. 8 Patterns of Organization Page.177 Ch. 9 Styles of Leadership Page 197 PART III: Conclusions Page 211 APPENDIX A: Questionnaire and Profiles by Mark Page.253 TerisOn APPENDIX B: List of people interviewed Page 323 Preface The Freeport Public School System in mid-coast Maine experienced a series of events in 1969/1970 which led to pronounced changes. The tide of: change swept over the primary schools, partly inundated the middle school and lapped at the edges of the High School. The wave of change receded, affecting the Middle School very little, the High School even less. But it left in its wake an elementary system which from being one of the worst in the state has come to be regarded as one of the best. Starting already in the late sixties, there was planning afoot for a new, innovative primary school in Brunswick, a neighboring town. These plans deepened, and expectations were high when at last the building was completed and a new elementary school (K-5) "without walls" opened in the fall of 1972. Yet the impact on the rest of the system has been modest if not minimal and the new school itself, far from realizing the intent of the original rhetoric, has largely adapted itself, and or been adapted, to the administrative/pedagogical norms of the prevailing system. The Upward Bound Program at Bowdoin College in Brunswick, from its inception in 1966, has had the triple goal of(a) helping a selected number of poor teenage kids from Maine's poorest counties to overcome their disadvantagesand learn to "make it' in a middle class world;(b) helping these teenagers develop a greater sense of self and of values consistent with the ideals of equality and a just social order; and (c) affecting 7 tor tne better wnerever posuLu4c .. --- environment from which these teenagers came. The first goal has consistently been accomplished, the second much less so, and third almost not at all. Collins Brook School, near Freeport, opened in 1969 as a new, free school both for day kids in theneighboring communities and for boarding kids from out of state. Begun with much idealism about the possibilities of freedom-to-learn and freedom-in-learning, the school faced and barely managed to weather successive crises: personal, financial, and ideological. :t evolved a structure which was both consistent and not con- sistent with the original intent. One of the few free schools in Maine (of which there were many) to survive for thislong, Collins Brook School, as of the spring of 1976, faces tough choices and difficult realities. If it can survive, it offers a structure and way of life which can be a genuine alternative to prevailing patterns of education. How and why do these "internal" changes in the evolution of a program take place? That is the guiding question of this inquiry. Part One establishes the scientific basis for the inquiry. Part Two identifies and develops basic factors that interact in the process of change; and carries forward the history of the four educational reform programs under review. Part Three contains the conclusions of the inquiry, both the specific hypotheses which fwas concerned to verify at the outset of the research, and the more general findings which evolved out of the process of the inquiry itself. In the remainder of the preface I describe several dimen- sions of this inquiry which interact to form a 'philosophic core" of my approach to social reality. I did not have this approach when I began the study, thOugh many pieces of it were there; instead it grew out of the process of doing the study. The sevaral dimensions are the concepts of action and growth; the dialectics of rebellion; and the concept of structure. First, this is a stud,: of action. I examine how peOple strive consciously to intervene in the flow of activity, both within and without established Institutions, in order to accomplish a change in direction. The area chosen to examine action is education.As I indicate in the first chapter this is partly the result of my experience in educational development both in Africa and in this country. I sense however a deeper, theoretical con- nection. Education, of all human activities, seems most to aim at growth--and I attribute to action the manifestation of a general human passion, and need, to grow. By crowth I understand not only the expansion of knowledge about things, but equally an expansion of the human power to know, to learn, to gain new opportunities, and to experience a greater reali- zation of the self--however minimally or "materially" that self-realization is expressed.
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