Abstract
For nearly two decades now, we have seen large amounts of capital invested in the production of a variety of new curricula. Unfortunately, evidence is beginning to accumulate that indicates that much of this effort has had relatively little impact on the daily routine of the average classroom teacher. Why? Is large-scale curricular innovation feasible? If it is feasible, by what means is it to be accomplished? Many schools have not even attempted to use the new materials. In those instances where such materials are purported to be in use, unscheduled visits to classrooms usually disclose materials and equipment kits merely gathering dust in a back corner of the room. How has this rather demoralizing state of affairs come about? If curricular change is to occur, we must begin to identify some of the sources of resistance to innovation that apparently have not been taken into account.
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