Principal preparation programs are of great importance with high stakes accountability and the ESSA Act advocating for the needs of all students. School leaders can no longer neglect inequities and must move rhetoric to action. This study examines the utilization of the reconceptualized equity audit to identify, address, and eliminate inequities…

This paper proposes a framework for analyzing program design features that seem to matter in implementation. The framework is based on findings from a study conducted by the Consortium for Policy Research in Education (CPRE) between 2004 and 2007 that explored how reform ideas and practices created by five external provider organizations were…

The need for specific information about principals as change facilitators prompted a long-range research program. A first step in this effort investigates the interventions principals make in relation to the implementation of an innovation in their schools. Subjects were 10 principals of elementary schools where an identifiable innovation…

This study describes an attempt to introduce change into an educational system. A new science program (MATAL) consisting of new teaching materials, teaching strategies and training courses--was developed and implemented in kindergarten classrooms. Major hypotheses were that (1) the kindergarten is a system; educational change will be achieved…

Using a case study approach, it is argued that evaluators play a critical role as change agents in foreign assistance projects directed at building Third World organizations. Evaluators affect stakeholder issues, commitment to project objectives, judgments of project accomplishments, consensus among project implementors, and perspective of…

Beginning with an analogy of today's schools as factories, this paper describes the conditions which make it both possible and imperative to transform schools. Examples are given of resources that may be used to support school-based changes, such as foundations, regional laboratories, professional associations, and universities. A model is offered…

The Change Facilitator Stages of Concern Questionnaire (CFSoCQ) as a procedure for studying the concerns of change facilitators is presented. It is based on the work of Francis Fuller, the concept of Stages of Concern, and the Concerns Based Adoption Model which deal with change facilitators' concerns regarding implementation of an innovative…

An eight-level table of Levels of Use (LoU) is employed to measure the adoption and eventual success of program innovations in teacher education institutions. Speculations on the success or failure of attempted innovations, backed with statistical analysis, are presented. (SAS)

This paper assesses how three schools' change capacity influenced the implementation of school reform, specifically Basic education, a renewed curriculum in the first phase of secondary education. It reports on a study that examined the relationship between the characteristics of Dutch schools and their staff, the actual use of change capacity…

A report is given on findings of research studies on how teachers respond to attempts to implement educational innovations. In many cases, teachers believe their future in relation to the innovation is determined not by them, but by some superordinate. Other teacher responses may be the conviction that the change will soon fade away as other fads…

A review of five of their own research findings suggests (to the authors) four strategies for preparing facilitators to help implement school improvement programs. "Facilitators" are people who support teachers in implementing new classroom practices, and can include principals, district staff, or external providers of support. The five…

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"…

For the past five years, researchers at the Research and Development Center for Teacher Education have studied the role of school principals and other educational leaders in facilitating school improvement. Through this research, much has been learned about the school improvement process and what facilitators do on a daily basis to bring about…

A survey of 35 principals was conducted to determine their perceptions about the impact environmental influences had on the desegregation planning process and its outputs in Milwaukee, Wisconsin. A model based on the principle of general systems theory was designed by the investigator and used as a conceptual framework to conduct the study. The…

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…