ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book focuses on the dynamic process that occurs when school reform models are transplanted into new locations, often far away from where they were initially designed, first implemented and where they experienced their initial success. It examines the reform implementation as a dynamic, multidirectional process in which educators’ actions in schools shaped and were shaped by actions simultaneously occurring in diverse contexts, including the classroom, school, district, reform design team, state, and federal levels. The book discusses the way in which educators who moved to other districts convinced their new district administrators of the merits of a particular reform. It demonstrates the possibilities enabled by and the constraints imposed on school reform by conditions in these various settings.
