ABSTRACT
All of these three units of analysis are brought immediately into play in any given educational innovation of any importance. Teachers, for example, suddenly find themselves placed in new relationships to materials, to other members of staff and to pupils. In terms of a newly designed and developed project (138, p. 152) teachers may for the first time be engaged in team teaching and, moreover, with other teachers who, so far as they are concerned, lack sympathetic personalities. There may be a change too in student and teacher relations in which an authoritarian approach may be given up in favour of a more free, democratic and self-disciplined one. Relationships between teachers and administrators, or advisers, or even inspectors, change when there is an anxious desire from above to implement some innovation or to test a piece of research. But if changes are really to be thoroughgoing, parents must get involved at some point in the development of innovations;
48/Aspects of Educational Change
and in this way they will take on fresh attitudes not only to the work of their children but also to the teachers involved in the process. Finally, the school as a bureaucratic organisation is modified, and this is quickly followed by its relations with external institutions with which it is involved.
