This is an account of an international study of innovations in the fields of school science, mathematics and technology, the largest study of its kind ever undertaken. Each of the innovations is considered briefly and some in more detail. Particular attention is given to the changing relationships between teacher and learner and to the increased emphasis on practical work and experiential learning, with technology sometimes appearing as a separate subject. Lessons are drawn from the innovations regarding the effective implementation and management of change. Implications for the role of the teacher and the concept of teacher professionalism are discussed.
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James et al. (1997) studied this question.
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