Field study examines innovative knowledge use among high school language arts teachers, suggesting improvements for professional groups.
A growing body of research has documented the role of select users and customers in influencing the design of new products. A major impetus for this study was the observation that practitioners, as well as professionals in research and development groups, are an important source in the production and dissemination of knowledge for innovation. Neville Johnson and Warren Brown carried out a field study in a medium‐sized school district to examine the innovative practices and use of innovative knowledge by practitioners, in this case, junior and senior high school language arts teachers. The article concludes with a series of recommendations to improve the innovation performance of professional groups.
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Johnson et al. (1986) studied this question.