Effective Curriculum Implementation: Some Promising New Insights

Abstract

nearly a whole school year!" As change researchers, we hear this lament repeatedly from school practitioners-principals, curriculum coordinators, superintendents, and staff developers. It is clear to us and to others that implementation does not equal delivery of an innovation (new curriculum, programs, processes, etc.), as has been widely assumed in the past (Fullan & Pomfret, 1977). In fact, as simple and straightforward as the process of implementing a new curriculum might seem, when it comes to actual practice, recent research shows that at least