This book explores the negotiation of the ways that teachers are
involved in the process of changing curriculum and pedagogies and
also the realities of implimenting those changes in the classroom.
How do teachers negotiate their place within changes in pedagogy
and curriculum and how is that negotiation enacted in the space of
a teacher's own classroom? This question is explored by telling
stories about the process of change and the ways that teachers were
involved with science curricular and pedagogical reform efforts
imposed in their particular school district.
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