ABSTRACT
The most thorough explication of this model was that of R. G. Havelock in the research, development, dissemination approach. In its purist form, 'action research' model could be said to have guided many of the major curriculum development projects in the United States during the 1960s, and in the United Kingdom it was the basis for the Nuffield Science Projects in the late 1960s and early 1970s. Every one of different approaches to innovation was characterised by a notion of rationality. All assumed that, provided the need for change could be presented in a logical and coherent manner, those who were asked to adopt new practices would do so if they could be persuaded of this inherent logic. During an innovation of this kind, various participants in the process - the developers, the local authority and the schools - will by means of their interactions attempt to negotiate and bargain to achieve their own ends.
