Shirley M. Hord

Analyzing What Change Facilitators Do: The Intervention Taxonomy

The data base from a series of qualitative and quantitative field studies of the implementation of educational innovations has been used to develop an Intervention Taxonomy. In the Intervention Taxonomy, various levels of interventions have been identified and defined. In subsequent research, this intervention classification system has been used to analyze the interventions made by school principals and other changefacilitators. One outcome of this application was further refinement of the Intervention Taxonomy level definitions and development of an initial conceptual framework. In the conceptual framework, hypotheses about the interrelationships between the various categories and levels of interven tions are explored. The refined Intervention Taxonomy and the conceptualframework are presented in this article.

Three Images: What Principals Do in Curriculum Implementation.

The Principal Teacher Interaction (PTI) Study is an analysis of what principals do on a day-to-day basis to bring about curriculum implementation and school improvement. For one year, the study doc...

Facilitating Change in Secondary Schools — Myths and Management:

Paying close attention to the actions or events that can influence change in secondary schools — and ignoring the myths about educa tional change — can lead to a revitalized school,

Three Projects Show How University/School Partnerships Can Improve Effectiveness.

School practitioners for a variety of reasons have not im plemented research findings to any great advantage. The authors explore how to turn the situation around and achieve effec tiveness in the process.

The concerns of teachers of gifted youth: Using concerns to improve staff support

A Concerns‐Based Adoption Model (CBAM) is discussed as a technique for training teachers of programs for the gifted.