Using Concerns-Based Adoption Model (CBAM) procedures, the author studied the
implementation of a new geography curriculum m public and private secondary schools in
one Australian state. The results indicated that the majority of geography teachers had
attained "routine"levels of use but that few were mvolved in collaborating with others or
experimenting with alternatrves to produce more effective levels of implementation. The
data highlight the need for carefully differentiated staff development programs.
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