Implementation of the Bangalore Project

This paper reports a study of the implementation of the Bangalore Project, an attempt at methodological innovation based on unconscious learning strategies. The data are detailed accounts of their experiences written by the Bangalore teachers. The accounts are analysed and rated according to defined Levels of Implementation (LIs). It is found that 'regular' teachers failed to come to terms with the demands of the project, but that a sense of'ownership' of the project promoted a commitment to classroom behaviour that was perceived to be consonant with the project's principles. It is argued that this has implications for those interested in pedagogic innovation, in terms of the degree of conformity that is desirable or feasible and the conditions that may be necessary for the introduction of fluency-based approaches. A major purpose of the paper is also to alert evaluators of educational innovations to the critical issue of monitoring implementation.