ABSTRACT
The problem that became most central in terms of school change rested on the top-down, managerial approach taken to curriculum implementation and school change by those who developed curriculum materials. This chapter examines the broad areas which include educational change, curriculum development, school improvement, school effectiveness, teacher research and teacher development. The curriculum reform movement held great promise for education. For many people, staff development and certain kinds of in-service training conjure up the notion of teachers having something imparted to them because they suffer a deficiency or lack. Supervision becomes a process of judging the extent to which such a curriculum or teaching practice is implemented or put in place. Teacher development as it is currently being thought of focuses upon the teacher as a learner and an active person in the process of school change. While equating teacher development to learning has an appealing ring few authors have yet moved beyond that notion in their reported work.
