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…

An inherent characteristic of technology education is the continual development of new technologies and creating innovative applications of already existing technologies. As exciting as these innovations can be, technology educators and school staffs are frequently challenged to accomplish high levels of implementation. The metaphor of the…

This paper describes Innovation Configuration (IC) Mapping as an approach for assessing the extent of implementation of a program. An IC Map is similar metaphorically to a road map in that it summarizes different ways of getting from one point to another. Each map consists of basic units, or components, that can be made operational in a number of…

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…

This paper describes principals' behavior as they facilitate the implementation of an innovation in their schools. The paper uses data from research conducted by the Concerns-Based Adoption Model Project at the Austin campus of the University of Texas. The behaviors of nine principals are associated with three "change facilitator styles"…

When implementing an innovation, a multitude of components interact to change not only the users, but the innovation as well. This guide explains the concept of innovation configurations, or adaptations made in innovations during implementation. After presenting and discussing past research on innovation changes, the report outlines a five step…

The individuals who use, or neglect to use, an innovation such as mainstreaming are the key to success or failure in change efforts. The concepts of individual stages of concern about an innovation and levels of use of the innovations are discussed. It is suggested that these dimensions can be used as diagnostic tools for facilitating change and…

Change process research had developed some practical tools and concepts which can assist in the determination of essential variables for an evaluation design. The Concerns-Based Adoption Model (CBAM) Project at the Texas Research and Development Center in particular has developed specific measures which can be applied directly: "Levels of Use…

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…

Over the past few years, several complicated innovations, such as mainstreaming and minimal competency testing, have confronted teachers in addition to their usual responsibilities. In order to facilitate the teachers' implementation of such changes, the Concerns-Based Adoption Model (CBAM) was developed, using the teacher and the innovation as…

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 are becoming increasingly aware of context variables in interpreting research findings. The Procedures for Adopting Educational Innovations (PAEI) Project at the Texas Research and Development Center for Teacher Education has been attempting to identify and conceptualize important research-based and clinical-based context variables. An…