Argues that increasing media use in community college instruction will come from active involvement of faculty in developing mediated curriculum. Faculty education through hands-on experience, staff development workshops, and institutional grants will foster faculty acceptance of the technology in use in society at large. An extensive bibliography…

Reasons for variations in the adoption and implementation of federal programs at the local level are discussed. It is argued that there is a case against local problem-solving approaches to change.

The author outlines the basic requirements of moral education, discusses obstacles to it, and suggests that practical possibilities for its acceptance may be found in international cooperation and in research and development efforts. (SJL)

The impact of closed and open adoption for the older adopted child and the adoptive and biological parents is examined in order to provide knowledge that may be useful in choosing the type of adoptive placement that best meets the needs of particular children and families. (Author/RH)

The author defines moral education; discusses the research, teacher education, and school time it requires; and considers the public misconceptions and scholarly fragmentation that are obstacles to its full development. (SJL)

In this second section of a two-part interview, Benjamin Bloom discusses practical aspects of implementing mastery learning in the classroom and presents some evidence on its motivational effects. For part one of this interview, see EJ 224 682. (SJL)

This analysis of an accreditation policy suggests that the policy process in general, and the implementation process in particular, tend to shape the policy outcomes through linkages between the various process phases and policy performance. (Author/IRT)

Describes the background, setting, materials, controls, and a sample of a simulation game on the task of diffusion in a school setting. (CMV)

In discussing how federal law can foster the appropriate mainstreaming of handicapped children, the authors discuss requirements in existing law, assess the status of educational and legal knowledge, review problems of implementation, and make suggestions for effective mainstreaming. Available from Indiana Law Journal, Indiana University School of…

When agricultural innovations are not adopted, there is often a gap between what people know they ought to do and what they do. Extension practice needs to expand from technology transfer. The knowledge systems approach is useful in dealing with the introduction of innovation in increasingly complex and uncertain situations. (SK)

Relates curriculum change theory to changes in vocational education and training. Defines dissemination as a central strategy in the change process. Examines the role of top-down educational management and bottom-up teacher collaboration in the change process. (Author/SK)

Discusses faculty adoption of technology based on experiences in a faculty training project that was developed to help them integrate technology into their teaching. Considers the appropriateness of the technology; faculty involvement; faculty attitudes; support for faculty; lack of confidence; changes in instructional style; and faculty needs…

Explains the Training, Infrastructure and Empowerment System (TIES), a theory-based system of educational reform through instructional technology, and discusses results of a study at a Canadian university that investigated the vision for instructional technology, learning technologies and alternative delivery systems, and adoption of innovation.…

Understanding research on innovation diffusion can help technology leaders in schools develop strategies to encourage the support and adoption of technological innovation. Discusses Everett M. Rogers' research on innovation diffusion, considers social systems and innovation, and describes group size and traits of innovators, early adopters, early…

The Stages of Concern Questionnaire was completed by 677 of 1,207 teachers at High Schools that Work sites. Those with no experience or first-year experience of reform implementation had high personal concerns that needed to be addressed. About half had high levels of adoption proneness indicating their potential to be reform leaders. (SK)