UNIVERSITY OF OREGON, 1983
EDUCATION, THEORY AND PRACTICE (0532)
Innovations, faddism, and research impact on classroom practice are educator
concerns addressed in
this exploratory study. The recent popularity of brain laterality research implications
for education was
examined as a case study of such issues. To assess how educators distinguish
innovations from fads
and rate recent developments in their field, a survey was developed and mailed
to the Education
faculties at three Oregon universities. Respondents cited time duration as the
major innovation-fad
distinguisher. Named as top-ranked innovations of the past decade were: computers
in education, direct
instruction, and mainstreaming the handicapped. Foremost identified fads were:
right/left brain-based
instruction, computers in education, and open-plan schools. Journals as information
sources on these
innovations and fads were investigated. Diffusion research served as the conceptual
framework. The
diffusion model traces: '(1) the innovation. . . (2) which is communicated through
certain channels (3)
over time (4) through members of a social system' (Rogers, 1976, p. 207). Journals
were differentiated
into practitioner and research types. An ERIC computer search provided journal
article citations for the
survey's top-ranked innovations and fads. Except for the case of computers in
education, significant
correlations were obtained for each development between the number of titles
in the two journal types
defined. Resulting publication diffusion patterns were discussed, but no empirical
basis for
innovation-fad distinction was found. Rather, survey responses on the fine line
between an innovation
and fad in education were supported. Other considerations discussed included:
innovation types,
possible innovation diffusion prediction models, and how such information on
educational trends might
be useful in the understanding and planning of curriculum change.
Social
Systems Simulation Group
P.O. Box 6904 San Diego, CA 92166-0904 Roland Werner, Principal Phone/FAX (619) 660-1603 |