Skip to main content
SpringerLink
Log in

Instructional development as a social movement: An illustration of analogical theorizing

  • Articles
  • Published:
ECTJ Aims and scope Submit manuscript

Abstract

Instructional development, a service activity in which a faculty member and an instructional designer work in close cooperation to redesign an existing course or to design a new one. represents the typically elusive subject of educational research: a human process. This article examines the application of naturalistic inquiry to such a research topic and suggests that such inquiry needs to be informed by research traditions in sociology and anthropology that have long used these methods. Drawing on social-movement theory, an example is presented of analogical theorizing, illustrating how socialmovement theory developed in other areas can be applied to the exploration of instructional development.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Alexander, L. T., & Yelon, S. L.Instructional development agencies in higher education. East Lansing: Michigan State University, 1972.

    Google Scholar 

  • Audiovisual Instruction, 1974, 39(9), whole issue.

  • Bennis, W. G., Benne, K. D., Chin, R., & Corey, K. E.The planning of change. New York: Holt, Rinehart and Winston, 1976.

    Google Scholar 

  • Berry, M. Competencies for the instructional/ training development professional.Journal of Instructional Development, 1981, 5(1), 14–15.

    Article  Google Scholar 

  • Bhola, H. S. Planning change in education and development: The CLER model in the context of a mega-model.Viewpoints in Teaching and Learning, 58(4), 1982, 1–35.

    Google Scholar 

  • Blumer, H. Social movements. In B. McLaughlin, (Ed.),Studies in social movements: A social psychological perspective. New York: Free Press, 1969. (a)

    Google Scholar 

  • Blumer, H.Symbolic interactionism: Perspective and method. Englewood Cliffs, N.J.: Prentice Hall, 1969.(b)

    Google Scholar 

  • Bogdan, R. C., & Bilken, S. K.Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon, 1982.

    Google Scholar 

  • Bogdan, R. C. & Taylor, S. J.Introduction to qualitative research methods: A phenomenological approach to the social sciences. New York: Wiley, 1975.

    Google Scholar 

  • Bucher, R. Y. & Strauss, A. Professions in process.American Journal of Sociology, 1961,66, 325–334.

    Article  Google Scholar 

  • Cameron, W. B.Modern social movements: A sociological outline. New York: Random House, 1966.

    Google Scholar 

  • Center for Educational Research and Innovation.Case studies of educational innovation: IVStrategies for innovation in education (Vol. 1). Paris: Organization for Economic Cooperation and Development, 1973.

    Google Scholar 

  • Center for Instructional Development, Appalachian State University.Center for Instructional Development, Eighth Annual Report. Boone, N.C.: Appalachian State University, 1983.

    Google Scholar 

  • Coleman, J. S.The asymmetric society. Syracuse, N.Y.: Syracuse University Press, 1982.

    Google Scholar 

  • Competencies for instructional development specialists.Instructional Innovator, 1980,25(9), 27–30.

    Google Scholar 

  • Davies, I. K. The CLER model in instructional development.Viewpoints in Teaching and Learning, 1982,58(4), 62–69.

    Google Scholar 

  • Davis, R. H., Alexander, L. T., & Yelon, S. L.Learning systems design: An approach to the improvement of instruction. New York: McGrawHill, 1974.

    Google Scholar 

  • Dawson, C. A., & Gettys, W. E.An introduction to sociology. New York: Ronald Press, 1929.

    Google Scholar 

  • DeMartini, J. R. Student culture as a change agent in American higher education: An illustration from the nineteenth century.Journal of Social History, 1976,9, 526–541.

    Google Scholar 

  • Diamond, R. M. Instructional development: One biased view (Problems, issues and the future).Educational Technology, 1980,20(2), 51–54.

    Google Scholar 

  • Educational Development Program, Michigan State University.Educational development at Michigan State University, Report No. 10. East Lansing: Michigan State University, 1978.

    Google Scholar 

  • Fireman B., & Gamson, W. A. Utilitarian logic in the resource mobilization perspective. In M. N. Zald, & J. E. McCarthy, (Eds.),The dynamics of social movements: Resource mobilization, social control, and tactics. Cambridge, Mass.: Winthrop, 1979.

    Google Scholar 

  • Gamson, W. A.The strategy of social protest. Homewood, Ill.: Dorsey Press, 1975.

    Google Scholar 

  • Gerlach, L. P., & Hine, V. H.Lifeway leap: The dynamics of change in America. Minneapolis: University of Minnesota Press, 1973.

    Google Scholar 

  • Glaser, B. & Strauss, A.The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine, 1967.

    Google Scholar 

  • Guba, E. G. Criteria for assessing the trustworthiness of naturalistic inquiries.Educational Communication and Technology Journal, 1981,29, 75–91.

    Google Scholar 

  • Guba, E. G., & Lincoln, Y. S.Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. San Francisco: Jossey-Bass, 1981.

    Google Scholar 

  • Gusfield, J. R. (Ed.)Protest, reform and revolt: A reader in social movements. New York: Wiley, 1970.

    Google Scholar 

  • Gustafson, K. L., & Bratton, B. Instructional improvement centers in higher education: A status survey. Manuscript submitted for publication, 1983.

  • Haney, J. B. The heuristic dimension of instructional development,Journal of Instructional Development, 1981,4(2), 3–7.

    Google Scholar 

  • Holsclaw, J. E. The development of procedural guidelines for the systematic design of instruction within higher education (Doctoral dissertation, University of Southern California, 1974).Dissertation Abstracts International, 1974,35, 1873-A. (University Microfilms No. 74-21,479).

    Google Scholar 

  • Ladd, D.Change in educational policy: Self-studies in selected colleges and universities. Hightstown, N.J.: McGraw-Hill, 1970.

    Google Scholar 

  • Mauss, A. L. On being strangled by the stars and stripes: The new left, the old left and the natural history of American radical movement. In R. S. Denisoff, (Ed.),The sociology of dissent. New York: Harcourt, Brace & Jovanovich, 1974.

    Google Scholar 

  • McCarthy, J. D., & Zald, M. N. Resource mobilization and social movements: A partial theory.American Journal of Sociology, 1977,82(6), 1212–1241.

    Article  Google Scholar 

  • McLaughlin, B. (Ed.) Studies in social movements. In L. Kriesberg, (Ed.),Research in social movements, conflicts and change: An annual compilation of research. Greenwich, Conn.: JAI Press, 1969.

    Google Scholar 

  • Mellon, C. A.The instructor as believer: A theory of involvement in the instructional development process. Unpublished doctoral dissertation, Syracuse University, 1981.

  • Oberschall, A. The decline of the 1960’s social movements. In L. Kriesberg (Ed.),Research in social movements, conflicts and change: An annual compilation of research. Greenwich, Conn.:JAI Press, 1978.

    Google Scholar 

  • Parlett, M., & Dearden, G. (Eds.)Introduction to illuminative evaluation: Studies in higher education. Cardiff-by-the-Sea, Calif.: Pacific Soundings Press, 1977.

    Google Scholar 

  • Paulston, R. G. Social and educational change: Conceptual frameworks.Comparative Education Review, 1977,21, 370–395.

    Article  Google Scholar 

  • Saettler, P.A history of instructional technology. New York: McGraw-Hill, 1968.

    Google Scholar 

  • Silber, K. Symposium on instructional development models.Journal of Instructional Development, 1981,3(2), 19–37.

    Google Scholar 

  • Smith, A. B.Faculty development in higher education (ERIC/Higher Education Research Report No. 8). Washington, D.C.: American Association of Higher Education, 1976.

    Google Scholar 

  • Snow, D. A., Zurcher, L. A., Jr., & Ekland-Olson, S. Social networks and social movements: A microstructural approach to differential recruitment.American Sociological Review, 1980,45, 787–801.

    Article  Google Scholar 

  • Stamos, S.A descriptive study of a synthesized instructional development model, reporting its instructional effectiveness, efficiency, and the cognitive and affective influence of the development process on a client. Unpublished doctoral dissertation, Michigan State University, 1971.

  • Toch, H.The social psychology of social movements. Indianapolis: Bobbs-Merrill, 1965.

    Google Scholar 

  • Traugott, M. Reconceiving social movements.Social Problems, 1978,26, 38–49.

    Article  Google Scholar 

  • Turner, R. H., & Killian, L. M.Collective behavior. Englewood Cliffs, N.J.: Prentice-Hall, 1957.

    Google Scholar 

  • Weiss, R. F. Defection from social movements and subsequent recruitment to new movements. In B. McLaughlin, (Ed.),Studies in social movements: A social psychological perspective. New York: The Free Press, 1969.

    Google Scholar 

  • Wilson, J.Introduction to social movements. New York: Basic Books, 1973.

    Google Scholar 

  • Zald, M. N., & Ash, R. Social movement organizations: Growth, decay and change. In J. R. Gusfield (Ed.),Protest, reform and revolt: A reader in social movements. New York: Wiley, 1970.

    Google Scholar 

  • Zald, M. N., & Berger, M. A. Social movements in organizations: Coup d’Etat, insurgency, and mass movements.American Journal of Sociology, 1978,83(4), 823–861.

    Article  Google Scholar 

  • Zaltman, G., Florio, D. & Sikorski, L.Dynamic educational change: Models, strategies, tactics and management. New York: The Free Press, 1977.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Library, University of Tennessee at Chattanooga, 37402, Chattanooga, TN

    Constance A. Mellon (Associate Professor)

Authors
  1. Constance A. Mellon
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Mellon, C.A. Instructional development as a social movement: An illustration of analogical theorizing. ECTJ 31, 187–199 (1983). https://doi.org/10.1007/BF02766631

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02766631

Keywords

Search

Navigation