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Force Activities Concerned Innovation Identification and Prognoses for Change, Planning Strategies for Curriculum Innovation, Climates for Innovation and Change

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Force Activities Concerned Innovation Identification and Prognoses for Change, Planning Strategies for Curriculum Innovation, Climates for Innovation and Change Or . .0. ED 033 242 08 VT 009 584 -By-Nelson, Hilding E. I r National Institutes. on Innovative Curriculums in Vocational -Technical Education. Final Report. Vocational-Industrial Education Research Report. Pennsylvania State Univ.: University Park. Dept. of Vocational Education. Spons Agency-Office of Education (DREW). Washington. D.C. Bureau of Research. Bureau No -BR -8 -0372 Pub Date Aug 69 Grant OEC -0 -8 -08372 -355 -085 Note -295p. EDRS Price MF -$125 HC -$14.85 Descriptors -Change Agents. *Conference Reports. Cost Effectiveness, Curriculum Development. Educational Change. *Educational Innovation. Models, Questionnaires. Tables (Data), *Vocational Education Identifiers -*National Institutes On Innovative Curriculums This document reports on two institutes designed to communicatenew concepts and procedures in vocational-technical education curriculum development to potential change agents in the various states. Formal presentations by 12 consultants and task force activities concerned innovation identification and prognoses for change, planning strategies for curriculum innovation, climates for innovation and change. implementing and expanding innovation, and cost-benefits and evaluation criteria. Institute evaluation is discussed in detail. Institute participants represented 33 states. Complete texts of formal presentations are appended. (CH) "V* {5 N 'Al TIONAL : . : CATION DEPARTMENT I OF THE ,PENNSYLVANIA STAf-E Ii' UNIVERSITY k k irliwwwwwwy 43, VOCATIONALINDUSTRIAL EDUCATION esearc eport A A U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICEOF EDUCATION POSITION OR POLICY. FINAL REPORT Project No. 8-0372 Grant No. OEG -O -08372 -355 (085) a NATIONAL INSTITUTES ON INNOVATIVE CURRICULUMS IN VOCATIONAL-TECHNICAL EDUCATION Hilding E. Nelson THE PENNSYLVANIA STATE UNIVERSITY University Park, Pennsylvania August 1969 The research reported herein was performed pursuant to a grant with the Office of Education, U.S. Department of Health, Education and Welfare. Contractors under- taking such projects under Government sponsorship are encouraged to express freely their professional judge- ment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily re- present official Office of Education position or policy. U.S. DEPARTMENT OF HEALTH, EDUCATION AND WELFARE Office of Education Bureau of Research ACKNOWLEDGEMENTS This project was undertaken through encouragement provided by Dr. George L. Brandon, former Director of Vocational Education at The Pennsylvania State University. The proposal was developed, and its implementation promoted, under his astute guidance. As with most acknowledgements, many of the really important people responsible for whatever measure of successwas attained will remain anonymous. Special recognition must, however, be given to the following persons: Dr. Glenn Ze Stevens, Professor of Agricultural Education, Assistant Director of the project--for project evaluation advisement. Mr. Donald E. McCreight, Graduate Assistant in Agricultural Education--for data analysis. Mr. F. Wally Lester, Senior Conference Coordinator--for general coordination of the operation of both institutes. Mrs. Mary Lou O'Donnell, Associate Extension Specialist--for Operational Coordination of the Western region institute. Funding for this project was provided through the U.S. Office of Education and The Pennsylvania State University. Recognition must be accorded to the conference consultants for their fine contributions in terms of both content and time Finally, acknowledgement must be given to the conferees for their performances above and beyond the stated institute expectations. Hilding E. Nelson Assistant Professor of Vocational Education Research and Graduate Studies Project Director ii TABLE OF CONTENTS Page SUMMARY 1 Chapter I. INTRODUCTION 2 II. METHODS AND PROCEDURES 5 III. TASK FORCE RECOMMENDATIONS AND GUIDELINES 10 T.F. 1: Innovation Identification and Prognoses . 10 T.F. 2: Planning Strategies for Curriculum Innovation 15 T.F. 3: Climates for Innovation and Change . 20 T.F. 4: Implementing and Expanding Innovation . 22 T.F. 5: Cost-Benefits Evaluation Criteria 24 IV. EVALUATION 31 N Conference Evaluation (Operational) 31 End-of-Institute Evaluation 40 Post-Institute Evaluation 61 General Conclusions About Institute Accomplishments 69 APPENDIX A: Participant Recruitment 71 APPENDIX B: List of Participants 79 APPENDIX C: Conference Program 85 APPENDIX D: Task Force Charges 90 APPENDIX E: Presentation Texts 97 APPENDIX F: Evaluation Devices 272 N LIST OF TABLES 7. Table Page 4.01Promotional Form Encouraging Attendance 32 4.02 Adequacy of Advanced Information 32 4.03 Desired Types of Additional Information 32 4.04 Most Valuable Programs and Topics 33 4.05 Topic and Speaker Dissatisfactions . 0 ....... 34 4.06Nearness to Conferees Interests & Backgrounds . 35 4.07 General Reactions to Total Conference . 0 ...... 35 4.08 General Conference Administrative Rating 37 4.09 Conference Improvement, Suggestions and Comments 38 4.10 Curriculum Statuses of Programs 41 4.11Methods Used for Learning Need Fulfillment 42 4.12 Relationships: Programs to Education Levels 43 4.13 Relationships: Programs to Student Types 43 4.14Programs Related to Types of Facilities . 44 4.15 General Types of Innovations Noted in Programs 45 4.16 Most Important Innovations for Vo-Tech Education . 45 4.17Factors related to implementation into Vo-Tech Education 48 4.18Applicability of Programs in Vo-Tech Education 49 4.19 Promising Future Directions for Innovation ..... 51 4.20 Needed Exploration for Vo-Tech Fulfillment 52 4.21 Planned Communication of Institute Information by Conferees 53 iv tr. LIST OF TABLES (cont'd) 41 Table Page 4.22 Planned Personal Involvement in Innovation During Next Year . 41 54 4.23 Plans for Encouraging Innovation Exploration 56 4.24 Tangible Commitments Conferees Would Like To Make During the Next Year 58 4.25 Institute Information Communications Made 61 4.26 Personal Involvements in Curriculum Design Projects . 62 4.27 Personal Involvements in Curriculum Engineering Projects 63 4.28 Personnel Involvements in Innovation 64 4.29 Innovation Activities of Staff & Associates 65 4.30 Financial Commitment for Innovation 66 4431 Commitments of Personnel to Innovation 66 4.32 Commitments of Time for Innovation 67 4.33 Changes in Facilities for Innovation 68 4.34 Comparisons: Anticipated and Actual Involvements 70 SUMMARY The main purpose of these institutes was to communicate new con- cepts and procedures in vocational-technical education to potential change agents in the various states. To accomplish this purpose, four major objectives were established: l, promoting an understanding of the implicit nature of curriculum, 2. promoting recognition of roles and models in evolving vocational-technical education, 3. identifying the nature, purposes and characteristics of innovative programs and 4. the development of guidelines and recommendations for innovation and innovators. The general methodology of the institutes involved formal presen- tations by twelve consultants and task force activities aimed at innovation identification and prognoses for change. Initial presenta- tions sought to provide a background of information related to curriculum and roles, or models, of curriculum from a broad perspective. Presenta- tions of eight highly divergent curricular approaches provided the major focus for task force activities of the conferees. Three evaluation devices were used in relation to this project. One device was a standard form developed by conference center personnel at The Pennsylvania State University to assess the general operational characteristics of conferences. The second form sought information About the nature and characteristics of programs under inquiry, and conferees projections as to their probable future involvements in innovative curriculum related activities following the institute. The third instrument was aimed at determining the extent to which conferees' projected post-institute involvement was fulfilled. The conferees succeeded, in most cases, in fulfilling the expecta- tions of the conference objectives. They identified innovations, helped to clarify their relationships to future vocational-technical innovation and projected these identities into recommendations for future innovation in the educational field. Beyond this, evidence was provided that the conferees exceeded their own expectations in actual post-institute involvements in innovative activities. Conferees' innovation involvement sectors included: communication of institute information, personal involvements in projects, encouraged involvement of staff members or associates in innovative activity and specification of tangible commitments; specifically, in terms of finance, personnel, time and facilities. In all of these, positive commitment was evidencedrand future commitment was premised to a notable degree in the areas of finance and facilities. Participants in the conference represented thirty-three states. They included supervisory or administrative personnel from state, district and local school levels; teacher educators; individuals involved in secondary, post-second' ry and higher education; and a few individuals imminently expected to assume supervisory positions. 1 ( CHAPTER INTRODUCTION The institutes describedin
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