Credibility of information for Educational Innovation

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Abstract
An aspect of the apparent independence of educational innovation and educational research was investigated. Thirty-four professors of educational psychology and fifty junior high school teachers ranked in importance eight kinds of information about an educational innovation and evaluated the credibility of eight sources of educational information. The correlation between the rankings by each faculty was insignificant, but the correlation between the credibility evaluation by each faculty was .84 and significant. Each faculty generally found its own colleagues and their activities more important and credible; an important finding was that teachers regarded standardized test research results as much less important than the professors who regarded it as most important.

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