AN URBAN DISTRICTS KNOWLEDGE OF AND ATTITUDES TOWARD SCHOOL-BASED INNOVATION

A qualitative study of the sociometric relationships was conducted amo ng high level administrators at an urban district's central office wit h respect to their knowledge of and attitudes toward school-based inno vations. Analysis of data found little evidence either structural or b ehavioral that personnel in this school district's central office had a clear understanding of what innovation is or of the complexity inher ent in implementation processes. The lack of leadership, the overrelia nce on externally-funded programs, and the proliferation of unrelated job responsibilities all contribute to the district's limited effect o n school-based innovations.