ABSTRACT
This book discusses the 'instructional essence' of lessons. This was an attempt to strip away the idiosyncratic details of routine management and control of the classroom situation to reveal the basic instructional core of concepts, values or skills being developed. The first three years represented a period of development and consolidation whereas the final year was expected to be essentially concerned with disseminating the materials, approaches and experiences arising from the earlier years. Teachers, the project careers officer, and the education social worker were also interviewed several times about their general reactions to the project and their roles within it. Towards the end of the third year of the project the research team took the decision virtually to discontinue its field work during the final year of the project. The book provides a sense of the project's reality and an opportunity to relate the particular instances which are described to the general literature of curriculum development and change.
