Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed Sept. 22, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 109-119).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 147-156).

Project (Ed.S.)--James Madison University, 2009. / Includes bibliographical references.

Source: Masters Abstracts International, Volume: 46-05, page: 2667. Advisers: David P. Cappelli; Benjamin S. Bradshaw. Includes bibliographical references.

In this study factors which affect the degree of implementation of a curricular change were examined to determine how well a specific curricular change was implemented in relation to the original intent. The change, Developmentally Appropriate Practice, was implemented in Department of Defense Dependents Schools, Germany Region, beginning in school year 1991-1992 in grades kindergarten through two. During school year 1993-1994, grade three began the transition to Developmentally Appropriate Practice. Several factors which influence teacher behavior during the implementation process were investigated to determine if there is a correlation between those factors and degree of implementation, the dependent variable. The independent variables in this study were school culture; administrators' leadership effectiveness; teacher concerns about the implementation; and teacher characteristics including age, years teaching experience, years experience in Department of Defense Dependents' Schools, and training. The degree of implementation, the dependent variable, was defined in terms of the extent to which teachers had changed their behavior to become congruent with behavior required by the change. Teachers were identified as high, moderate, or low implementers, based on classroom observations. One purpose of the study was to increase understanding of implementation by analyzing the factors which affect the behavior of teachers in the change process. A second purpose of the study was to add to the body of research that explains why so many educational changes fail to become established practice. To establish interobserver reliability, two observers rated teachers using the same protocol. The interobserver reliability coefficient found was reported at .9820. The participants in the study completed the Stages of Concern Questionnaire, the Administrative Effectiveness Survey, the School Culture Survey, and a demographic survey. The results were correlated with the Early Childhood Classroom Observation form. Amount of training was found to have a statistically significant positive relationship with degree of implementation (p=.006). Statistically significant positive relationships were not found between the other independent variables and degree of implementation.

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references. / Electronic reproduction. / Also available by subscription via World Wide Web / x, 243, 14, [20] leaves, bound forms 29 cm