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Research Goals

Research Goals. Adventist EDGE Study Conducted By Pamela C. Forbes. 1. Identify the core components of Adventist EDGE. (Innovation Configuration) See EDGE Handbook 2006 Study Group Configuration for Model p. 73. 2. Construct a checklist that reflects variation in use for:. Ideal

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Research Goals

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  1. Research Goals Adventist EDGE Study Conducted By Pamela C. Forbes

  2. 1. Identify the core components of Adventist EDGE. (Innovation Configuration) See EDGE Handbook 2006 Study Group Configuration for Model p. 73

  3. 2. Construct a checklist that reflects variation in use for: • Ideal • Acceptable • Unacceptable

  4. 3. Get a “snapshot” ofAdventist EDGE in the Southern Union Checklist would be emailed to every teacher in the SU.

  5. CBAM Concerns-Based Adoption Model The Research and Development Center for Teacher Education University of Texas at Austin

  6. Basic Premises of CBAM Change is a process, not an event. Change process requires understanding what happens to individuals involved in change. Change is a highly personal experience. Change entails developmental growth in feelings and skill about the innovation. Information on an on-going basis can be used to facilitate management and implementation of the innovation.

  7. Issues to consider: • An innovation in use is still dependent on the human element and is not easily reduced to paper and pencil. • Accuracy of the reality of an innovation in a specific context.

  8. Hord, Shirley: A Manual For using Innovation Configurations To Assess teacher development Programs, p. 14.

  9. Hord, Shirley: A Manual For using Innovation Configurations To Assess teacher development Programs, p. 15.

  10. The Concerns-Based Adoption Model is: • A procedure which allows such information to be approached successfully. • An established for research based method out of the University of Texas at Austin.

  11. Overview of Process Developers Identify Initial components Users - Experts Identify Initial Components Developers Reach a consensus On components Construct Checklist of Components Users – All Levels of EDGE Interview to establish Levels of Use (LoU Ideal, Acceptable, Ideal Pilot the Checklist with LoU For clarity Administer Checklist to all SU Teachers Provide a “snap shot for EDGE implementation for the SU and Local Conferences.

  12. Some Uses of the Study Teachers and Schools Use the checklist to determine the areas implemented at an Ideal Level. Use the checklist to determine areas implemented at an Acceptable Level. Use the check list to determine areas of implementation that are at an Unacceptable Level.

  13. Some Uses of the Study Teachers and Schools • Use the checklist to make a plan of action for improvement. • Use the checklist to qualify for the Adventist EDGE Teaching of Excellence Award. • Use the checklist to qualify for the School of Excellence Award.

  14. Some Uses of the Study Conferences and Union Use the checklist to determine the requirements for the Adventist EDGE Teaching of Excellence Award and School of Excellence Award. Use the checklist to determine possible areas of emphasis for staff development.

  15. Some Uses of the Study Conferences and Union Use the Innovation Configuration to do further research to answer questions like whether the EDGE has been fully implemented. Use the Innovation Configuration to determine what the EDGE looks like at a future time.

  16. Some Uses of the Study Conferences and Union Use the Innovation Configuration to do research on the success of the Adventist EDGE: In the classroom The school The school board & church The parents, constituents, community.

  17. Some Uses of the Study Everyone Use the Innovation Configuration to communicate clearly to all stake holder what Adventist EDGE looks like. Use the Innovation Configuration to market the Adventist EDGE initiative.

  18. You can only measure something that is clearly defined.

  19. We can only measure the Adventist EDGE when it is clearly defined.

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