ABSTRACT
In a methodological prologue to this chapter and the next, Shahaf Gal, Greg Lockett, and Mary Parrott argue that significant, lasting educational change takes place through incremental “shifts” in prevailing practice and in the perspectives of individual teachers—a process nourished by constant reflection and interchange within the community of practice. Shifting, especially in the early stage represented by LabNet, is marked by a patchwork of diverse, small-scale experiments, as teachers selectively adapt new ideas to local conditions.
