Preliminary bibliography

The bibliography below represents the bulk of the documentation that I have uncovered so far on the concerns based adoption model.  As I go through the process of annotating and reflecting on these articles I feel the need to put in place some sort of organizational method for completing this study.  I have decided to organize my reading in chronological order and I have also grouped the articles  by five.  Doing this helps to keep everything straight and helps me to avoid literary clutter as I go through these pieces. 

ppendix 1:  Preliminary Bibliography

Atkins, N., & Vasu, E. (2000). Measuring Knowledge of Technology Usage and Stages of Concern about Computing: A Study of Middle School Teachers. Journal of Technology and Teacher Education, 8(4), 279-302. Retrieved from EBSCOhost.

Hall, G. E., & George, A. A. (2000). The Use of Innovation Configuration Maps in Assessing Implementation: The Bridge between Development and Student Outcomes. Retrieved from EBSCOhost.

Hall, G. E., University of Northern Colorado, G. g., & And, O. (1991). Measuring Change Facilitator Stages of Concern. A Manual for Use of the CFSoC Questionnaire. Retrieved from EBSCOhost.

Hall, G. E., Hord, S. M., & Texas Univ., A. n. (1986). Configurations of School-Based Leadership Teams. Retrieved from EBSCOhost.

Hall, G. E., & George, A. (1988). Development of a Framework and Measure for Assessing Principal Change Facilitator Style. Retrieved from EBSCOhost.

Hall, G. E., & Texas Univ., A. n. (1974). The Concerns-Based Adoption Model: A Developmental Conceptualization of the Adoption Process Within Educational Institutions. Retrieved from EBSCOhost.

Hall, G. E., Rutherford, W. L., & Texas Univ., A. n. (1975). Concerns of Teachers About Implementing the Innovation of Team Teaching. Procedures for Adopting Educational Innovations Project. Retrieved from EBSCOhost.

Hall, G. E. (1977). A Longitudinal Investigation of Individual Implementation of Educational Innovations. Retrieved from EBSCOhost.

Hall, G. E., Loucks, S. F., & Texas Univ., A. n. (1978). Innovation Configurations: Analyzing the Adaptations of Innovations. Retrieved from EBSCOhost.

Hall, G. E. (1979). Levels of Use and Extent of Implementation of New Programs in Teacher Education Institutions: What Do You Do?. Retrieved from EBSCOhost.

Hall, G. E., Texas Univ., A. n., & And, O. (1982). Three Change Facilitator Styles: Some Indicators and a Proposed Framework. Retrieved from EBSCOhost.

Hall, G. E. (1987). The Principal's Role in Setting School Climate (for School Improvement). Retrieved from EBSCOhost.

Hall, G. E. (1984). Three Principal Styles of Facilitating School Improvement. Retrieved from EBSCOhost.

Hall, G. E., & And, O. (1975). Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption. Journal of Teacher Education. Retrieved from EBSCOhost.

Hall, G. E., Texas Univ., A. n., & And, O. (1977). Measuring Stages of Concern about the Innovation: A Manual for the Use of the SoC Questionnaire. Retrieved from EBSCOhost.

Loucks, S. F., & Hall, G. E. (1979). Implementing Innovations in Schools: A Concerns-Based Approach. Retrieved from EBSCOhost.

Newhouse, C. (2001). Applying the Concerns-based Adoption Model to Research on Computers in Classrooms. Journal of Research on Technology in Education, 33(5), Retrieved from EBSCOhost.

Newlove, B. W., Hall, G. E., & Texas Univ., A. n. (1976). A Manual for Assessing Open-Ended Statements of Concern About an Innovation. Retrieved from EBSCOhost.

Schoepp, K. (2004, July 1). Technology Integration Barriers in a Technology-Rich Environment: A CBAM Perspective. Online Submission, Retrieved from EBSCOhost..

Straub, E. T. (2009). Understanding Technology Adoption: Theory and Future Directions for Informal Learning. Review of Educational Research, 79(2), 625-649. Retrieved from EBSCOhost.

Wesley, M. r., & Franks, M. (1996). Advanced Adoption of Computer Technology in the Classroom and Teachers' Participation in Voluntary Innovation Adoption Activities. Retrieved from EBSCOhost.

Capstone: Post 1

Dec 1, 2011

The first entry in the Capstone Blog finds me feeling somewhat overwhelmed.  As I re-read my capstone proposal I must admit I have bitten off a large chunk of meat.  While I find the process interesting I must dig deep to find the self motivation to begin the tasks I set out for myself in my original proposal.    In order to achieve my objectives I must focus on small pieces of the puzzle.   Indeed, throughout my post grad studies I have learned that this is often the best approach.   Dedicating small amounts of time daily is more effective than attempting to do major pieces of work all in one shot. 

The first thing to do in this endeavour is to get through the reading and write the annotations which will form the bulk of my capstone paper.  The opportunity to work within our District as part of a leadership team on Module 5 of the Leadership Academy has given me a great headstart on the development of the online portion of my artifacts.  http://www.quia.com/pages/dfortier/lamod5

I have also decided to attack the reading in chronological order.  The oldest article on the concerns based adoption model that I have dates back to 1974 while the most recent is from 2009.  I have selected 25 primary sources of information for study.  Through reading and analyzing the bibliographies I will undoubtedly uncover secondary sources of information which I will consider thoroughly.