Disrupting the status quo: How teachers grapple with reforms that compete with long-standing educational views

Teacher education programs and school reform efforts are two mechanisms by which research-based reform messages reach thousands of teachers. Prior research has noted, however, that these messages are often in conflict with longstanding beliefs and norms at school sites. This paper examines teacher agency in the context of school of structure and culture to investigate how both new and experienced teachers grapple with these conflicting messages....