A study of the importance and credibility of some sources of information in evaluating innovations in education

Simple item page
dc.contributor.authorCamp, Donald Barrington Melvinen_US
dc.date.accessioned2024-08-13T17:19:23Z
dc.date.available2024-08-13T17:19:23Z
dc.date.copyright1973en_US
dc.date.issued1973
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe purpose of this study was to determine the importance and credibility of some sources of informa­tion in evaluating innovations . Randomly selected educational researchers, administrators and teachers in British Columbia were asked to rank nine sources of information for importance and select six standard sources of information for credibility in evaluating educational innovations in order to determine whether or not these groups use the same or different criteria in their evaluations. Analysis was performed using the Spear man rank order correlation coefficient. The correlation between ranking of information for importance by educational researchers and principals, and between educational researchers and teachers was judged significant indica­ting that these groups use the same criteria when ranking sources of information for importance in evaluating innovations. The correlation between the credibility evaluation of educational researchers and principals, between researchers and teachers, and between researchers and District Superintendents was judged insignificant indicating that researchers, administrators and teachers use different criteria when selecting sources of informa­tion for credibility in evaluating educational innovations. District Superintendents were the only group who consistently disagreed with researchers on the importance and credibility of information. Major areas of disagree­ment between these two groups were the importance of the administrator questionnaire and the standardized test, and the credibility of the B.O. Department of Education and the university professor as sources of information. Superintendents ranked the administrator questionnaire higher in importance, and the B.C. Department of Education higher in credibility, than did the educational researcher. The results of this present study do not support the findings of previous research, which has indicated that the apparent lag between educational research and its implementation as educational innovation may be the result of educational researchers and teachers using different criteria in evaluating innovations in education.en
dc.format.extent95 pages
dc.identifier.urihttps://hdl.handle.net/1828/17376
dc.rightsAvailable to the World Wide Weben_US
dc.titleA study of the importance and credibility of some sources of information in evaluating innovations in educationen_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
CAMP_Donald_Barrington_Melvin_MA_1974_304725.pdf
Size:
25.23 MB
Format:
Adobe Portable Document Format
Download

Collections

Electronic Theses and Dissertations (ETD)
 
University of Victoria Libraries

We acknowledge and respect the Lək̓ʷəŋən (Songhees and Esquimalt) Peoples on whose territory the university stands, and the Lək̓ʷəŋən and W̱SÁNEĆ Peoples whose historical relationships with the land continue to this day.