ABSTRACT
It often seems that the classroom is one of the most talked-about contexts there is, at the same time as being one of the least understood. There is a great deal of simplified talk about what goes on in classrooms, much of it based on unrecognized assumptions. Such simplification becomes a significant problem when we consider how to improve classrooms, as simple prescriptions usually have little impact on them. We need ways of approaching classroom change which are equally as complex as the context.
