Part of a growing trend to look at the interaction of curriculum policy and teachers' classroom practice, this book differs from those currently on the market in two ways. First, it looks at teachers' responses to multiple subject matter reforms (reading, writing and mathematics). Second, those responses are used as part of an analysis of the recent move toward systemic reform.

Part of a growing trend to look at the interaction of curriculum policy and teachers' classroom practice, this book differs from those currently on the market in two ways. First, it looks at teachers' responses to multiple subject matter reforms (reading, writing and mathematics). Second, those responses are used as part of an analysis of the recent move toward systemic reform.