ABSTRACT
In Chapter 1, I introduced the Triple I model – initiation, implementation, institutionalization – as a framework for understanding and guiding educational reform. I supplemented this model with three additional factors which I suggested must be taken into account with respect to large-scale reform: the problem of multiple innovations or ‘coherence-making’; the balance between pressure (accountability) and support (capacity-building); and the building of new infrastructures to support reform on a continuous basis.
