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DOI

10.14221/ajte.1980v5n1.5

Abstract

Several excellent reviews of the general education change and innovation literature exist and this literature indicates that a widely adopted strategy for planned development and dissemination of curriculum innovations has been the Research, Development and Diffusion (RD&D) model. This empirical-rational strategy involves the initial development of teacher-proof curriculum packages followed by mass dissemination which assumes that teachers' adaptation and translation problems have been largely anticipated and accommodated. The RD&D strategy, however, has recently provoked increasing skepticism because teachers and schools often have failed to adopt new curriculum materials, to implement them in ways envisaged by the developers, or to continue their use for a sustained period. These problems have led to the conclusion that the manner in which an innovation is introduced is as important to its effectiveness as the qualities of the innovation itself.

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Link to publisher version (DOI)

10.14221/ajte.1980v5n1.5