Horizon Research, Inc. (HRI)

HRI is a private research firm specializing in science and mathematics education. HRI’s expertise is diverse, including survey design and analysis, policy research, development of in-service materials, information
dissemination, and evaluation or educational reform initiatives.

111 Cloister Court, Suite 220, Chapel Hill, NC 27514; (919) 489-1725,
fax (919) 493-7589; hri@horizon-research.com; www.horizon-research.com

Deborah S. Roody, Educational Consultant and CBAM Trainer

Deborah S. Roody is an educational consultant whose work focuses on the implementation of school change. Deborah is a certified trainer in the Concerns-Based Adoption Model (CBAM) and in the facilitation of the Making Change for School Improvement and Systems Thinking, Systems Changing simulation games developed at The NETWORK, Inc.

3 Alder Way, Bedford, NH 03110-5501; (603) 472-2062, fax (603) 471-0280; deb1roody@aol.com

Facilitating Systemic Change in Science and Mathematics Education: A Toolkit for Professional Developers
Regional Educational Laboratory
Network, 1995

Advocating a systemic approach to change, this book presents a set of learning activities that help those supporting reform deepen their knowledge about science and mathematics education, dissemination, professional development, and the change process.

Learning Innovations (a division of WestEd), 91 Montvale Avenue, Stoneham, MA 02180; (781) 279-8209,
fax (781) 279-8220

Taking Charge of Change,
By Shirley Hord, William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall (Southwest Educational Development Laboratory), 1987

This book provides insights and understandings about school change through the use of the Concerns-Based Adoption Model (CBAM) and provides a series of practical strategies for total management of the change process. The first strategy presented provides the means to both introduce the change or innovation and monitor its implementation. The second strategy focuses on a diagnostic approach to identify seven stages of concern experienced by teachers involved in a change process. The third strategy identifies the degree to which teachers are using the new practices and assists them in moving to
higher levels of use and in evaluating the progress of the implementation effort.

Association for Supervision and Curriculum Development (ASCD), 1703 North Beauregard Street, Alexandria, VA 22311-1714; (800) 933-ASCD (2723); www.ascd.org

Tracking Your School’s Success:
A Guide to Sensible Evaluation
By Joan L. Herman and Lynn Winters, 1992

Through step-by-step procedures and practical guidance, this guide helps educators to conduct sensible assessment and evaluation, record and measure progress, and communicate goals and accomplishments.

Corwin Press, 2455 Teller Road, Newbury Park, CA 91319; (805) 499-9734,
fax (805) 499-0871: Order@corwin. sagepub.com; www.corwinpress.com

Investigating Classrooms
Produced by WGBH Boston

This package of 12 videotapes and supporting print publications provides examples of what different teachers around the country are doing to incorporate genuine inquiry into their K—6 classrooms. The tapes examine how experienced teachers set up supportive learning environments, how they work with small groups and cooperative learning situations, and how they draw out, interpret, and process what students are thinking.

The Annenberg/CPB Math and Science Collection, P.O. Box 2345, South
Burlington VT 05407-2345, (800) 965-7373,
fax (802) 864-9846:
www.learner.org/collections/mathsci/

Teaching Math: Video Libraries
Produced by WGBH Boston

This series, covering grades K—12, documents effective teaching and learning in many schools: small, large, rural, suburban, and inner-city. The videos show real teachers who are incorporating the National Council of Teachers of Mathematics Curriculum and Evaluation Standards into their lessons.

The Annenberg/CPB Math and Science Collection, P.O. Box 2345, South Burlington, VT 05407-2345;
(800) 965-7373, fax (802) 864-9846; www.learner.org/collections/ mathsci/