This paper reports the results of the final stage of a 30 month study of knowledge use in staff-initiated inservice workshops. In earlier stages of this study, knowledge acquisition, use, and impact correlated with multiple sets of participant, workshop, school, and community characteristics. Based on those results, a refined model was developed which depicts knowledge use as a more complex multi-staged, independent, iterative process that develops over time. For example, workshop characteristics show initially high correlation with knowledge use, but over time the initially weaker school variables increase in strength of association with each stage in the knowledge use process. This suggests that the school context constitutes the more pervasive and stable element in the knowledge use process. (Author/JD)