This is a really interesting article. It considers at length the nature and causes of teacher hostility toward educational reform, especially that reform imposed from the outside. "Innovation and change impulses are at best used as long as they fit or can be adapted to the beliefs, attitudes and needs of teacher culture in general and the needs and problems of each single teacher in particular. This process of transforming or adapting change impulses from the outside sometimes even disfigures or distorts the impulse." This is why in my own practice I have attempted to describe and implement (what might be called) reform outside the traditional academic milieu, with the idea that it can and will be transferred by teachers and professors into their own practice once (and once once) it is seen to be useful.
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