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What were the norms, beliefs, and values that were implicated when change confronted teachers? Which of these norms, beliefs, and values obtained for all teachers, and which were idiosyncratic to one high school or one group within a school? Understanding how teachers respond to change is central to the problem of improving schools. " Three perspectives on planned change and teachers' contribution to it have evolved over the years: the technical, the political, and Page 2 the cultural (House, 1981; Tichy, 1983).

From this point of view, the frequent failure of educational innovations stems from the cultural conflicts between teachers and the technocrats who design and lead the implementation of those innovations (Wolcott, 1977). The shift in focus among the perspectives is "from the innovation, to the innovation in context, to the context itself" (House, 1981:28) This book applies the cultural perspective to the study of planned educational change, for two reasons. First, although researchers have used all three perspectives to understand change over the last twenty years, the technical and political perspective predominate (Firestone and Corbett, 1987).

The new norm or belief then spreads to modify an entire set of beliefs. Historically, for example, new norms about who should be taughtfor example, all children rather than just those of the wealthyhave lead to changed beliefs about the nature of education, teaching, and subject matter that now undergird the comprehensive ideal of American secondary education. Often, however, the champions of such changes do not intend to instigate cultural change and may not have thought through the cultural implications of their actions.

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English Online: Student Work Pages and Assessment Pages, Proficiency 1 by Centre for Educational Technology


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