An "Innovative" Change Project, Interpersonal Process Recall, in a Local Education Agency - Case Study and Change Principles.

Abstract

This dissertation utilizes a case study approach, with its detailed and specific descriptions of real life events in an authentic social context to describe the process of the adaptation of an "innovative" change project. This project involved the use of Interpersonal Process Recall (IPR) within the secondary program of the Muskegon Public Schools, Muskegon, Michigan. The dissertation goals are to document the process by which an "innovative" Title III project was implemented. "Innovative," as used in this dissertation, refers to a general categorization of projects funded by Elementary and Secondary Education Art (E.S.E.A.) Title III experimental and demonstration center grants. In addition, the author will assess the degree to which change may have occurred in the direction of innovation and IPR's effectiveness. Also, the author will offer some general principles for institutional change that can be applied to other settings to improve chances for lasting change. The author suggests that IPR can increase interpersonal process communications, and that this is a critical factor toward an improved affective communication climate in other school districts, and that general principles can be significant if applied through systematic application. Successes and failures are included in the detailed chronicle of events that occurred during the project's state-funded operation (1973-75). Observations and suggestions are included so that others may benefit from this experience. Goals reached in this dissertation included the following: (A) Documentation that: (1) The process by which an "innovative" Title III project was implemented is documented and illustrates that change occurred in humanistic education in a Local Education Agency at the secondary level with lasting impact. This occurred in the Muskegon Public Schools utilizing the Interpersonal Process Recall model (IPR). (2) The effectiveness of one particular inservice strategy, IPR, was reaffirmed in Muskegon, supporting the findings of other studies already done. Effectiveness will be shown by providing details, including the organization of psychosocial dynamics that resisted this change. (B) Generation (by extension) that: (1) Some general principles for institutional change, including insights and strategies derived from this project can be applied to other settings to improve the incidence of other project effort's successes and the chances for lasting change. (C) Suggestion that: (1) IPR can increase interpersonal process communication, and that this is a critical factor toward an improved affective communication climate in other school districts. (2) General principles can be significant if applied through systematic application.