ERIC Number: ED267109
Record Type: Non-Journal
Publication Date: 1985-Mar
Pages: 42
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Adding It All Up: A Checklist Approach to Determining the Influence of Situational Variables. R & D Report No. 3209.
Stiegelbauer, Suzanne M.; And Others
The Situational Factors Checklist was developed to describe variables which influence changes within a school and was used in two different school settings. In one application, it was used as a part of a case study method to study implementation of a microcomputer project, increasing faculty computer literacy, at different community colleges. The second application was in describing general influences on change in a study of high schools. The checklist was designed to provide a means of looking at school situations, individually or comparatively, for evaluating and planning for change. It was intended to indicate the way context influences a particular aspect of the setting, and to provide a means of quantifying and comparing what would otherwise be qualitative data. The interaction of factors was also considered. Results indicated that factors promoting faculty use of microcomputers were overall access, space, staffing, and training. Problems involved insufficient access, software, and lack of ideas for applications. Data from the High School Study were currently being processed. It was concluded that the benefits of the checklist supported further exploration. (One blank checklist, as well as one completed by one of the colleges, are appended.) (GDC)
Descriptors: Case Studies, Change Strategies, Check Lists, College Environment, College Faculty, Data Collection, Educational Environment, Educational Innovation, Evaluation Criteria, Evaluation Methods, Faculty Development, High Schools, Institutional Characteristics, Institutional Evaluation, Microcomputers, Organizational Climate, Program Implementation, School Community Relationship, Two Year Colleges
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Grant or Contract Numbers: N/A