Based on his career-long experiences with Jere Brophy, Gene Hall uses this article to not only point out Brophy's pioneering contributions to research on teaching and learning, but also offers a few personal reflections about what it was like to work with Jere. In addition, Hall shares a story about how Brophy's works had a direct impact on Hall's…

A model of innovation adoption process, the Concerns-Based Adoption Model (CBAM), has been developed from empirical evidence. The CBAM depicts innovation adoption in educational institutions as a developmental process in which each user of the innovation demonstrates successively higher qualities of use of the innovation. The CBAM also depicts…

This paper on staff development proposes one dimension of the Concerns-Based Adoption Model (CBAM), Stages of Concern, as a diagnostic tool for use by counselors, administrators, staff developers and other change facilitators who are responsible for the timing and delivery of staff development experiences. A rationale for staff development, the…

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 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…

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)

Researchers in the Procedures for Adopting Educational Innovations Program at the University of Texas have developed an "Intervention Taxonomy" to help classify and define interventions and components of interventions. It is hoped that this taxonomy will enable change facilitators and researchers to make conceptual and operational…

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.…

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"…

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…

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…

In 11 chapters, this book has been organized around the Concerns Based Adoption Model (CBAM), a sophisticated way to understand the change process and how participants experience it. This model provides ways for practitioners and policymakers to label change process phenomena, to take positive action in facilitating change, and to predict effects.…