This study explores the interplay of factors in diffusion of Knowledge Building pedagogy through a multi-level (teachers, administrators, and students) Leading Student Achievement initiative sponsored by the Ontario Ministry of Education in partnership with Ontario Principals’ Councils. Rogers’ (1995) model of diffusion of innovation was used to explore the first and broadest level of decision making by teachers and principals and included analysis of initial resources to learn about and implement Knowledge Building. Analysis included perceived attributes of Knowledge Building pedagogy and factors that influenced early adopters and sustained use. A case study of one school board provides an in-depth account of how these factors came into play; five case studies of classroom practices provide a more micro-perspective on how teachers and students implemented Knowledge Building principles. The findings confirmed that the Leading Student Achievement project is fostering successful adoption of Knowledge Building in Ontario. This study helps to inform decision making for future Knowledge Building and professional development initiatives as well as system-level support required to create a multi-level learning ecology to inform uptake and sustainability of pedagogical innovations.Ph.D
