ABSTRACT
As the previous paper showed, decisions to introduce change into a school may be very far from being simple and clear cut: the nature of the commitment entered into represents the outcome of complex accommodations between institutional imperatives and individual attitudes and needs. But even when the point of introduction is reached, the actual form that implementation will take still remains to be decided. Certain restraints will already have become operative, but those imposed by the necessity of introducing change into the context of the classroom have yet to declare themselves. Hamilton's paper traces the response of two Scottish schools to the adoption of an integrated science curriculum, and describes how ‘… teachers, students and others interpret and reinterpret the instructional system for their particular setting’, and how the scheme ‘… is successively transformed as its wisdom is filtered through the organizational structure of the school, science departments and classrooms’.
