ABSTRACT
In our discussion of development-of individual teachers and therefore of the curriculum for which they felt responsible, of a sense of ‘whole school’, of a ‘whole school’ curriculum-we have focussed upon evidence from the project schools which have presented an almost uniformly positive and productive picture of such developments and of the ways in which they came about. Yet in all the schools whole school curriculum development proceeded fitfully, at an uneven pace and in the face of obstacles which sometimes brought it almost to a halt. In this section we consider the organizational, professional and interpersonal conditions which appeared to facilitate the staffs’ attempts to find and implement approaches or policies which influenced the thinking and behaviour of them all. We also look at conditions which seemed to impede or inhibit such developments. We treat the two together because they appear in most cases to be the obverse of one another. So, certain conditions encouraged growth and change, but in the absence of any one of them, there was little development and changes which were already under way slowed down or disappeared.
