Implementing Change ― Patterns, Principles, and Potholes

A research-based, practical guide helps educators understand, evaluate, and facilitate the change process

Implementing Change continues to examine on-the-ground change processes and practical strategies while adding new features, new material and the most current research. Based primarily on the Concerns Based Adoption Model (CBAM), this user-friendly text focuses on introducing constructs that can be used by those engaged in creating, implementing, and sustaining change processes as well as those who are evaluating and studying change. Rather than maintaining a bird’s eye view of change processes, each chapter introduces a research-based, research-verified construct about change that captures the complexity of implementing change and the diversity of reactions to it. With a stress on pedagogical aids, each chapter incorporates practical examples, sample research, case studies, reflection questions, and examples of common roadblocks to change.

Dr. Gene E. Hall earned his Ph.D. from Syracuse University and launched his academic career with eighteen years as a faculty member and project director with the national R&D Center for Teacher Education at The University of Texas at Austin. Since then he has been a Professor of Educational Leadership at the University of Florida, Northern Colorado, and UNLV. He twice has served as the Dean of a College of Education. Dr. Hall’s main line of research has been related to the change process in organizational settings. He is the lead architect of the Concerns Based Adoption Model (CBAM), which places heavy emphasis on understanding and facilitating the personal side of change. This model and the related research and training programs have been tested and applied in many types of organizations including schools, business, government, and the military. The work also is widely studied and applied in other countries including Australia, Belgium, Canada, England, Hong Kong, Ireland, The Netherlands, Singapore, and Taiwan. He also has had career-long involvement with teacher education, especially in relation to national accreditation and program innovation. His other publications include: Introduction to Teaching: Making a Difference in Student Learning (with Linda F. Quinn and Donna M. Gollnick, SAGE); Handbook of Teaching and Learning (with Linda F. Quinn and Donna M. Gollnick, Wiley-Blackwell); and Foundations of American Education: Becoming Effective Teachers in Challenging Times (with J. Johnson, D. Musial, and D. Gollnick, Pearson).

Dr. Shirley M. Hord received her Ph.D. from The University of Texas at Austin. She dedicated her career to engaging teachers, school leaders, and scholars in creating and implementing strategies for increasing learning. Her special passion has been being a champion for children learning. She is a recognized teacher, teacher educator, and facilitator of adult learning. In addition to her contributions to change science, she has been widely engaged with endeavors related to developing professional learning communities. Her other publications include: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, Meaning and Implementing Change Through Learning: Concerns-Based Concepts, Tools and Strategies for Guiding Change (with J. Roussin, Corwin); and Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with E.F. Tobia, Teachers College Press).