Conditions Fostering Educational Change

Abstract

During the 1990s, large-scale reform efforts intensified as a strategy to implement educational innovations (Fullan, 2000). Evaluations of innovation efforts from past decades have made clear that these reforms have produced unsatisfactory results in many cases. In particular, we can conclude from this literature that changes in teaching practice are extremely difficult to accomplish. Within this context of intensifying educational reforms, it is important to examine the organizational potential for innovation and capacity of schools to realize large- scale innovations.