Introducing new practices alone seldom results in new practices being incorporated into ongoing classroom practices. The Concerns-Based Adoption Model (CBAM) provides a way to transfer new practices into the classroom. This article presents the Implementation Bridge, a metaphor for moving from the earlier or less advanced stages to the later or…

Drawing from a wealth of research and experience, this book shows educators how to use the transformative power of professional learning in community to raise the professional stature of educators. The authors, experts in their field, provide clear steps and real-school examples with a focus on collaborative adult learning for student gains,…

Research shows that principals with strong leadership qualities are a critical factor in effective schools. This paper describes three research based techniques that principals can use when making decisions about how to help teachers develop their skills. The Concerns Based Adoption Model (CBAM) is an empirically based conceptual framework that…

To study the actions that can be used to manage and support change in high schools, two researchers made two-day visits to two high schools in each of nine districts in various geographic areas of the nation, where they interviewed students, staff, and central office personnel. In each district, researchers selected one school they judged to be…

Based on a study of change facilitation in eight high schools, this article debunks three common myths concerning administrative organization as an obstacle to managing high school change. Tentative guidelines are provided to help determined managers cure stagnation and thwart bureaucratic intransigency. (MLH)

The Levels of Use (LoU) interview has been developed to study implementation as a dynamic process. This paper focuses on the use of a mathematics skills monitoring system and reports how information collected during the typical LoU interview provided the data for assigning each teacher to a configuration or pattern of use of the monitoring system.…

This paper reviews objectives, methodology, and data analysis procedures of a study concerning educational innovation. This research, part of the Procedures for Adopting Educational Innovations (PAEI) Program at the University of Texas at Austin, was undertaken to study interventions and their effects. It was considered a first step in determining…

To gain information on how schools in the Southwestern region are implementing a new program, the staff of the Comprehensive School Reform Demonstration (CSRD) project undertook the development of a survey instrument. Based on the research on school change, the survey provides information to schools, districts, and state departments about the…

What do the National Staff Development Council's standards look like in practice for teachers, principals, central office staff, superintendents, and board members? Newly developed Innovation Configurations help everyone on the list understand where they fall along the continuum of effective practices aligned to the standards.

The procedures and coding schema that have been developed by the Research on the Improvement Process (RIP) Program for analyzing the frequency of interventions and for examining their internal characteristics are described. In two in-depth ethnographic studies of implementation efforts, interventions were the focus of data collection and analysis.…

In researching educational change, an analytical tool for analyzing and coding change process interventions has been produced. This paper describes the development of the coding system, the intervention assumptions underlying it, the dimensions and kinds of interventions, with illustrative examples of each, activities for clustering some…

A needs assessment questionnaire submitted to 180 elementary school teachers found that a majority of the teachers felt inadequate and unable to teach science. A majority of the teachers agreed that science should be an integral part of elementary education, that teachers should improve their knowledge of science, and that teachers would teach…

Although vast numbers of educational innovations have been introduced into the nation's schools over the past 20 years, few have succeeded in effecting affective, behavioral, and cognitive student gains. Many recent studies have focused, therefore, on school change processes and the formulation of strategies for successful innovation…

Past research has correlated differential curriculum implementation outcomes at the classroom level with the actions of the key change facilitator at the school level: the principal. Accordingly, this paper reports the results of a study of three change facilitator styles among principals: responders, managers, and initiators. Working definitions…

Researchers using a combination of principal logs, on-site observation, face-to-face interviews, and regularly scheduled telephone interviews documented how principals intervene in the management of school change on both a day-to-day and a year-long basis. The data are from the Principal-Teacher Interaction Study conducted at the Austin campus of…