A formative evaluation of an educational innovation in six primary schools

Abstract

The thesis examines a multi-site case study based upon an instance of educational innovation within a group of six primary schools located in an inner-urban area of Hartlepool, County Cleveland. The schools, selected by their LEA, participated in a three year Educational Support Grant Urban Project to: raise pupils’ performance and teachers' expectations; Improve the schools' organisation, management and curriculum; involve parents, end explore other policies that might lead to the schools' improvement. The study is divided into four main sections. Chapter one explores a range of definitions of change and innovation through an examination of relevant literature. Attention is focussed on the concept of change and innovation, its major factors, stages and influences and its relationship to authority, leadership, power and negotiation in educational organisations. After a brief resume of the D.E.S, Educational Support Grant, (1984), and the Cleveland LEA's response, chapter two presents a case study rationale. The research process, embodied in this chapter, examines alternative methodologies before making a defence of qualitative case study incorporating illuminative evaluation strategies. Chapter three presents the evaluation of the Hartlepool Dockland Urban Project. The evaluation is divided into early, mid and late phases. Within the successive phases attempts are made to explore the climate of the Project schools. The progressively focussing process utilises a range of data collection, reduction and display techniques which are outlined in a conceptual framework. Each phase culminates in within and cross-site analyses, in the style of Miles and Huberman, (1984).The final chapter is in the form of summary and recommendations. Project schools, their leadership and staff, and the innovating institution are reviewed in the light of the evaluation and in conjunction with a critical analysis of the research methodology. In the final analysis recommendations for substantive areas of innovation and for evaluators lead into a description of possibilities and opportunities for future research and overall conclusions.