Implementing Change: Patterns, Principles, and Potholes
暫譯: 實施變革：模式、原則與陷阱

基於研究的實用指南幫助教育工作者理解、評估和促進變革過程
實施變革 繼續探討實地的變革過程和實用策略，同時添加新特性、新材料和最新研究。該書主要基於關注為本的採納模型（Concerns Based Adoption Model, CBAM），這本易於使用的文本專注於介紹可供參與創建、實施和維持變革過程的人士使用的構念，以及那些評估和研究變革的人士。每一章節不再僅僅從高空俯瞰變革過程，而是介紹基於研究、經過研究驗證的變革構念，捕捉實施變革的複雜性及其多樣的反應。每一章節強調教學輔助工具，融入實用範例、樣本研究、案例研究、反思問題以及變革過程中常見障礙的例子。

Dr. Gene E. Hall earned his Ph.D. from Syracuse University and launched his academic career with eighteen years as a faculty member and project director with the national R&D Center for Teacher Education at The University of Texas at Austin. Since then he has been a Professor of Educational Leadership at the University of Florida, Northern Colorado, and UNLV. He twice has served as the Dean of a College of Education. Dr. Hall's main line of research has been related to the change process in organizational settings. He is the lead architect of the Concerns Based Adoption Model (CBAM), which places heavy emphasis on understanding and facilitating the personal side of change. This model and the related research and training programs have been tested and applied in many types of organizations including schools, business, government, and the military. The work also is widely studied and applied in other countries including Australia, Belgium, Canada, England, Hong Kong, Ireland, The Netherlands, Singapore, and Taiwan. He also has had career-long involvement with teacher education, especially in relation to national accreditation and program innovation. His other publications include: Introduction to Teaching: Making a Difference in Student Learning (with Linda F. Quinn and Donna M. Gollnick, SAGE); Handbook of Teaching and Learning (with Linda F. Quinn and Donna M. Gollnick, Wiley-Blackwell); and Foundations of American Education: Becoming Effective Teachers in Challenging Times (with J. Johnson, D. Musial, and D. Gollnick, Pearson).

Dr. Shirley M. Hord received her Ph.D. from The University of Texas at Austin. She dedicated her career to engaging teachers, school leaders, and scholars in creating and implementing strategies for increasing learning. Her special passion has been being a champion for children learning. She is a recognized teacher, teacher educator, and facilitator of adult learning. In addition to her contributions to change science, she has been widely engaged with endeavors related to developing professional learning communities. Her other publications include: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, Meaning and Implementing Change Through Learning: Concerns-Based Concepts, Tools and Strategies for Guiding Change (with J. Roussin, Corwin); and Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with E.F. Tobia, Teachers College Press).

基因·E·霍爾博士於雪城大學獲得博士學位，並在德克薩斯州奧斯汀市的國家教師教育研究與發展中心擔任教職和專案主任，長達十八年。此後，他成為佛羅里達大學、北科羅拉多大學和內華達大學拉斯維加斯分校的教育領導教授。他曾兩度擔任教育學院院長。霍爾博士的主要研究方向與組織環境中的變革過程有關。他是關注基礎採用模型（Concerns Based Adoption Model, CBAM）的首席架構師，該模型重視理解和促進變革的個人層面。這一模型及相關的研究和培訓計劃已在多種組織中進行測試和應用，包括學校、商業、政府和軍事機構。這項工作在其他國家也受到廣泛研究和應用，包括澳大利亞、比利時、加拿大、英國、香港、愛爾蘭、荷蘭、新加坡和台灣。他在教師教育方面的職業生涯也持續參與，特別是在國家認證和課程創新方面。他的其他出版物包括：教學入門：在學生學習中創造改變（與琳達·F·奎因和唐娜·M·戈爾尼克合著，SAGE）；教學與學習手冊（與琳達·F·奎因和唐娜·M·戈爾尼克合著，Wiley-Blackwell）；以及美國教育基礎：在挑戰時期成為有效教師（與J. Johnson、D. Musial和D. Gollnick合著，Pearson）。

雪莉·M·霍德博士於德克薩斯州奧斯汀市的德克薩斯大學獲得博士學位。她致力於讓教師、學校領導者和學者參與創建和實施提高學習的策略。她特別熱衷於成為兒童學習的倡導者。她是一位公認的教師、教師教育者和成人學習的促進者。除了對變革科學的貢獻外，她還廣泛參與與發展專業學習社群相關的工作。她的其他出版物包括：指導專業學習社群：靈感、挑戰、驚喜、通過學習實現變革的意義與實施：基於關注的概念、工具和指導變革的策略（與J. Roussin合著，Corwin）；以及重拾我們的教學職業：教育者在社群中學習的力量（與E.F. Tobia合著，Teachers College Press）。