ABSTRACT
This chapter focuses on the way the various agents involved in the Keele Integrated Studies Project defined their part in it. While integrated studies was new to most schools in 1968, many had been experimenting with forms of humanities teaching. The teachers felt incompetent as integrated studies was new to them. In early meetings at Keele teachers asked what was going to be evaluated, the project or their teaching. The local authority advisers adopted a detached and sceptical view of these contrasting shifts. The caution of the local authority advisory staff relaxed as the project turned out to be benign in its influence. The view of the Schools Council officers, and of the project team, was that the benefit from the investment would be spread nationally over a longer period of time. The organization of the project team, with coordinators linking schools to each other and to the centre, was designed for the joint production and trials of materials.
