Abstract
Purpose. The purpose of the study was to describe the processes used and actions taken by key individuals in selected California elementary schools prior to adoption of one of three National Reform Projects: Accelerated Schools Project, School Development Project, or Success For All Project. The study also determined the extent to which five of Fullan's Factors in Initiation influenced the school's decision to adopt their National Reform Project. Finally, the study determined which of Roger's Characteristics of Innovations influenced the school's decision to adopt their National Reform Project. Methodology. Descriptive research was the methodology used in this study. Questionnaires were administered to eighteen principals who were currently implementing the Accelerated Schools Project, the School Development Project, or the Success for All Project. The response rate was 89 percent. Qualitative and quantitative analysis of data were conducted to answer three research questions. Major Findings. The actions taken most frequently by principals and teachers prior to adopting a national reform project were the following: (1) formal staff meetings to hear about and discuss reform projects, (2) review of research on reform projects, (3) visitations to schools implementing reform projects, (4) informal conversations in the teacher's lounge, and (5) analysis of student test scores. Only about half of the principals reported forming school-site planning teams, developing preliminary plans, or developing a mission, vision, or goals prior to adoption. Consensus and majority vote were equally cited as the dominant decision-making process. Principals identified teacher advocacy as the most influential factor in the school's decision to adopt. Compatibility and observability were the two most frequently selected characteristics of the reform projects that influenced the school's selection of their national reform project. Conclusions. Generating favorable attitudes among staff members toward adopting a potential reform project can best be accomplished by visitations to schools currently implementing that reform project, by formal meetings with teachers, principals, and community members, and by enlisting the support of teachers. School-site personnel tend to select for adoption those reforms that have a reputation for success, that are perceived to address the identified needs of the school, and whose philosophy is consistent with the school's philosophy. Forming a school-wide team, developing a preliminary plan, and creating and/or modifying a vision or goals do not appear to be critical to successful initiation of change.