Thesis advisor: Andy Hargreaves / After a decade of large-scale educational reform there is now a growing interest in grass-roots self-initiated change (Datnow et al., 2002; Hargreaves, 2009; Hargreaves & Shirley, 2009; Shirley, 2009). Yet, self-initiated change (SIC) remains largely undertheorized in the literature of educational change. Even the advocates of self-initiated change do not clearly specify the underlying mechanisms and the multi-dimensional processes by which SIC occurs. Utilizing a qualitative case study approach and a conceptual framework that draws from incremental institutional change theory and the literature on social movements within institutions, this study explored the following research questions: * What mechanisms do the change agents of SIC employ, How do they implement these mechanisms and why do they employ these mechanisms? * What are the characteristics of the processes of SIC? What is the pacing and sequencing of the change? * How does SIC unfold over time, and why? In answering these three initial questions a fourth research question emerged that summates the other three: *What implications does an investigation of self-initiated change in one school have for understanding existing theories of self-initiated and imposed educational change? Findings from this study revealed that self-initiated change involved a recombination that embodied the ideal of "change without pain" by balancing change and stability (Abrahamson, 2004). The process of self-initiated change turned out to be slow-moving (Pierson, 2004; Thelen & Mahoney, 2010). Mindful juxtaposition (Huy, 2001) and a dialectical perspective (Hargrave & Van de Ven, 2009) were required to address the multiple and contradictory dimensions of change. Based on these analyses, I propose ways of conceptualizing SIC as: "change without pain"; "slow-moving change"; and "dialectical/ cyclical change." / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

<p>Traditional robots and soft robots have often been treated as two distinct options for design, a dichotomy between stiffness and compliance. In reality, they compose two ends of a spectrum, and there has been research to soften traditional robots and stiffen soft robots. The latter option has seen a large variety of techniques to actively and selectively create stiffness in an otherwise soft robot. The common disadvantage concerning all of them is the need for constant energy input. In this work, a first-of-its-kind method for a permanent stiffness of a growing robot is explored and tested.</p> <p>First, I show the qualitative and quantitative testing of the stiffening method, expanding insulation foam, both by itself and when applied to a vine robot. With this knowledge, I investigate a design to apply the foam to a growing robot as it moves, taking advantage of the properties of the foam to coat a vine robot as needed. This selective foam placement unlocks various unique capabilities like adhering to its environment, imparting & resisting large forces, and isolating sections of its body. Finally, these traits are highlighted in three demonstrations, proving the efficacy of this unique method as well as affirming the utility of permanently stiffening a soft robot. In the future, the work in this thesis can help open the way for permanent deployable robotic structures and soft robots in roles more traditionally used for rigid robots.</p>