Objectives: 1. To construct and Educational-Innovation Diffusion Model 2. To study and compare the results of the using of the constructed Educational-Innovation Diffusion Model in diffusing an innovation to the selected schools in Ayuthaya Province with the results of the using of the common-used Educational-Innovation Diffusion Model 3. To give the suggestions to the improvement of the constructed Educational -Innovation Diffusion Model. Hypothesis: The common0used innovation diffusion strategies which include the power-coercive techniques and the user's recognition of the knowledge concerning the innovation itself cannot promote the actual acceptance and stabilization of the innovation among the users. Whereas the using of the Eclectic Process of Change (EPCM) which include the Local Problem Diagnosis Stage; the Acquiring and Choosing Relevant Solutions to the Problem Stage; the Gaining Acceptance among the Users Stage; and the Innovation Stabilization Stage can promote the actual acceptance and stabilization of the innovation among the users. Procedures: 1. Obtained knowledge concerning the theories of change; innovation diffusion models; and the information on how to constitute an instructional package from texts; research studies ; documents; and articles. 2. Constructed the Eclectic Process of Change Model. 3. Constructed the following data collecting instruments: 3.1 Behavioral Observation Table which was adapted from the Wisconsin Behavioral Rating Scale (WBRS). 3.2 A set of questionnaires which was used during the Gaining Acceptance Stage. These questions were emphasized upon the opinions of the users on the appropriateness of the manner in carrying out this stage. 3.3 The Guideline -lists which were used during the interview and observation at the Stabilization Stage. 4. Prepared instructional materials and other materials necessary during the Gaining Acceptance Stage 5. Clarified the principles and main objectives of this study to the researchers and the assistance in order to reconfirm the understanding of the study. 6. Obtained 64 teachers in 16 schools from the total number of 114 schools in Ayuthaya Province, by means of selective sampling technique. 7. Applied the innovation-diffusion strategies stages 1,2 and 3 to these selected samples. 8. By means of stratified random sampling techniques, the selected samples (the teachers from 16 schools) were classified into 2 groups fased on the possibility of the innovation acceptance and stabilization among the users. The Stabilization Stage was then applied to the 4 randomly selected schools. Whereas the other schools were not given this treatment. 9.Applied the Stabilization to the samples group I during the first, third, and fifth month after the Gaining Acceptance Stage. Collected data. 10. Observed and Recorded the details of adoption among the samples in groups II during the fifth month after the Gaining Acceptance Stage. 11. Compared the details of adoption between the samples group 1 and 2. Research Finding: 1. In comparing the common-used innovation-diffusion strategies with the Eclectic Process of change model in diffusing in innovation to the 16 selected schools in Ayuthaya Province, the EPCM model can better promote the acceptance and stabilization among the users. 2. The schools that were given the same innovation-diffusion strategies may not indicate the same details of adoption. The details of adoption were based upon each school contexts. The specific contexts that facilitated the perpetuation of the innovation can be described as its economic, socio-economics of the teachers and students, the level of Education of the teachers, the schools location, the attitudes of the administrators concerning the adoption of the innovation, and the numbers of the teachers in the Gaining Acceptance Stage. 3. There must be improvement at some stages of the EPCM: 3.1 The Local Problem Diagnosis Stage: The second level of the local problem concerning elements necessary inn promoting the adoption should also be diagnosed. These elements are, for instance, the level of innovation acceptance among the school administrators; the economic background of the potential users. The change agent should not concentrate only upon the need for specific innovation among the users. 3.2 The Gaining Acceptance Stage: Each group of users should be encouraged to constitute the educational innovation of their actual interest instead of constructions the innovation of the majority interest only. 3.3 The Innovation Stabilization Stage: The group leaders, selected from the school (S) that advocates the adoption of the innovation should be established after the change-agent withdraw. And these leaders should receive contact from the change-agent periodically.
