ERIC Number: EJ915876
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 47
Processes of Change in Professional Development Schools as Viewed through the Lens of the Concerns-Based Adoption Model
Kapustka, Katherine M.; Damore, Sharon J.
School-University Partnerships, v3 n2 p116-131 Fall 2009
This research focuses on change processes. It considers how components of a change framework--namely, the concerns-based adoption model--can be used as diagnostic evaluation tools to examine how participants' attitudes and levels of participation affect the implementation of the professional development school model. This article demonstrates how qualitative and quantitative data can be viewed through the lens of the concerns-based adoption model, as obtained at the end of the 1st year of the Urban Professional Development School Network, a professional development school network between one large private urban university and six public and private schools. Given the findings, recommendations are made for how the model can inform the change process, as well as research within the broader field of professional development school partnerships.
Descriptors: Professional Development Schools, Urban Universities, Adoption (Ideas), Networks, Measurement Techniques, Test Construction, Partnerships in Education, College School Cooperation, Program Evaluation, Program Development, Program Effectiveness, Private Colleges, Educational Change, Organizational Change, Program Implementation, Models, Evaluation Methods, Surveys, Questionnaires, Private Schools
National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: firstname.lastname@example.org; Web site: http://www.napds.org/school_university_partnerships.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A