Purpose: In far too many cases the initiatives to change schools by introducing new programs, processes and reforms has not resulted in obtainment of the desired outcomes. A major reason for limited outcomes suggested in this paper is that there has been a failure to learn from and apply constructs and measures related to understanding,…

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…

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…

Researchers have only recently recognized that assertions by various educators that they have implemented educational innovations do not all mean the same thing or bear the same weight, according to the authors of this report. Efforts made by the Research and Development Center for Teacher Education at the University of Texas at Austin to…

Five areas of research into innovation adoption in educational institutions are described in this report. They are a) identification and description of phases involved in innovation adoption, b) development of assessment methods for predicting an institution's potential for successful adoption of change, c) development of measurement procedures…

An attempt has been made to categorize phenomena observed as 20 teacher training institutions have adopted innovations and to extrapolate from these findings key concepts and principles that could form the basis for developing empirically testable hypotheses and could be of some immediate utility to those involved in innovation adoption. The…

The concept of Stages of Concern about the Innovation (SoC) deals with the psychological orientation of both users and nonusers toward an innovation. This article describes the SoC concept and highlights illustrative research findings. Interventions hypothesized as potentially appropriate and implications for the change process are discussed.…

The Concerns-Based Adoption Model (CBAM), a representation of the process by which an educational institution adopts an innovation, views adoption as a developmental process involving complex interaction between an adopting institution, a user system, and a resource system. The resource system is usually a formal organization whose expert…

The primary focus of the Concerns Based Adoption Model (CBAM) is the individual teacher and professor involved in explorinq, selecting, and implementing educational innovations. The conceptual basis of CBAM proposes developmental steps of growth in feelings and skills that are experienced by individuals as they adopt innovations. The CBAM also…

Three change facilitator styles (approaches to leadership for change) exhibited by nine elementary principals are identified and discussed. The intervention behaviors of principals and other change facilitators, and the influence of these behaviors on school improvement are discussed. (IAH)

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.…

Educational change is viewed in Australia as a series of events involving four components: the decision to change, the announcement of the change, inservice activities oriented to the change, and informal support activities. Research in the U.S., however, indicates that change is a highly personal process undergone first by individuals and only…

A key assumption of the Concerns Based Adoption Model (CBAM) is that change is a process, rather than an event. The Procedures for Adopting Educational Innovations Project is working to identify and verify diagnostic dimensions of CBAM, and to develop tools to measure the developmental status of users and non-users; these concepts will help change…

Problems in implementing educational change due to different perspectives and statuses of policy makers, practitioners, and researchers has contributed to an absence of shared paradigms. Combined with the intense demand for educational change, a system gridlock has ensued. Research of the last 2 decades on implementation of change is summarized in…

In examining the dynamics of change processes in high schools, this study makes initial interpretations about school officials who serve as change facilitators. The researchers found that a trend exists for the source of change to come from outside the high school. Principals, assistant principals, and department heads as well as central office…