ABSTRACT
Case studies of educational innovation raise especial problems for the relationship between the researcher and the researched. The researcher has to obtain permission and funds for his study and the groups involved in the promoting of change are likely to control access to the organization for the researcher. The Cambire School study emphasizes the existence of a normative climate within the school that encouraged basic changes in educational programmes and practices. The researchers state that prior to the introduction of the innovation into the school all the teachers were trying out new curriculum materials in their classrooms or were experimenting with new teaching methods. The Kensington study is replete with religious imagery showing how the staff had a belief system which saw the school as playing an important part in the quest, the crusade, the vision, the search for the grail.
