The name is absent

innovation to continue.

but

staff

deemed

it

undesirable

and premature to attempt to

measure

'educational products':

examine

its relationship with the wider

'learning milieu' referred to by

Parlett

and

Hamilton.

In

sense 'educational products' as

measured by

conventional

PGCE yardsticks

of practical

classroom

achievements ,

high

continued to be satisfactory but

in

themselves threw little light on

underlying structure and process.

The third level

important but more remote in the late '70s, was a more

general audience of professional

teacher

educators

and

serving

teachers

likely to be concerned with change.

This audience has since grown

given

and are perhaps now and

And:

discussion

disentangle complexities

isolate the

significant from the trivial and to raise the level of

sophistication of the debate.

(p.30)

Ideally the output of the research will be regarded as

useful

intelligible and revealing by those involved in the

enterprise itself.....By addressing key educational issues

it can also be seen as a recognizable entity by others

outside the innovation.

If the Report is seen merely

as an arcane or irrelevant addition to the research
literature already ignored by practising educators,

clearly the evaluation will have failed.

(p.3D