Abstract
This paper presents a model of the process of implementation of school change. The model has been developed from observation of and interaction with planned changes in a large number of schools, and traces the process through eight stages, from the initial climate for change to full field trials of innovative programs. At each of these stages the contribution of any of a number of components is discussed: the social context in which change occurs, organizational considerations, the role of evaluation, the development of innovative programs, and the role of the teacher, principal, administrator, and academic. The model is presented as a conceptual framework from which implementation strategies may be, and are being, derived for use in implementation of change in the schools.
Résumé
Cette étude présente un modèle du processus de mise en oeuvre des changements scolaires. Le modèle a été développé par l'observation de changements planifiés et leur interaction dans un grand nombre d'écoles et suit le processus à travers huit stades, depuis le climat initial favorable au changement jusqu'aux essais complets des programmes innovateurs sur place. A chacun de ces stades, l'étude discute la contribution de maintes composantes: le milieu social où le changement se produit, les considérations d'organisation, le rôle de l'évaluation, le développement de programmes innovateurs, et le rôle du professeur, du directeur, de l'administrateur, et du programme académique. Le modèle est présenté comme conception de base de laquelle pourront dériver, et d'où dérivent actuellement, les stratégies d'exécution devant être utilisées lors de la mise à exécution des changements dans les écoles.
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OISE, Trent Valley Centre
Mrs. Florence Maynes made important contributions to the final drafts of this manuscript.
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Leithwood, K.A., Russell, H.H. Focus on implementation. Interchange 4, 10–25 (1973). https://doi.org/10.1007/BF02138788
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DOI: https://doi.org/10.1007/BF02138788