This study investigated participants’ openness to change when exposed to a teacher-led care-based innovative method of curriculum delivery, specifically the Schoolhome Instructional Design.

Answers were sought to four research questions. What are the teachers’ and administrators’ knowledge and understanding of the caring pedagogy of the Schoolhome with regard to theory and intent? How do teachers and administrators describe their reaction to the Schoolhome Instructional Design? What are the differences among teachers’ and administrators’ responses to the Schoolhome Instructional Design? To what extent would the teachers and administrators support an implementation of the Schoolhome Instructional Design?

Data from surveys and interviews were analyzed using a theoretical framework derived from Bronfenbrenner’s (1979) ecological theory of human development, Martin’s (1995) caring educational philosophy, and Hawkin’s (2002) I, Thou, It concept of the three-way relationship between teacher, student and subject matter.

Findings showed that the teachers and administrators responded positively to the Schoolhome and would support its implementation at least in part. Findings also revealed concerns about logistical issues. Several implications can be drawn from the study results. First, one caring-based model will not work for all educators, and second, practitioners will need to update their theoretical educational knowledge prior to any implementation. Third, an in-service program should occur so that any innovation may be knowledge-based and carefully designed. Fourth, teacher education programs should develop a course on teacher-research practice and procedure. Fifth, study results also reveal a need to re-conceptualize change and caring.