ABSTRACT
Change in classroom practice is interesting for many reasons. The reasons and causes for classroom change, the kinds of change which are possible in classrooms, and the processes by which such changes can come about are all important for anyone concerned that schooling should contribute effectively to young people’s education. Equally, however, change in classroom practice, and whether it does or does not happen when teachers or others want it to happen, is interesting because of what it can tell us about the nature of classroom practice.
