Change in education is too often a process which enthusiasts ranging from top policy makers to groups of teachers plan and drive forward but in which they all find unexpected pitfalls. Every innovation depends on the commitment of schools and teachers to make it work. But often that commitment is lacking or is less than total or it turns to fustration as events develop. This book is based on a set of stories from teachers and education professionals in thirteen OECD countries. Twenty-three case studies of educational innovation in science mathematics and technology have involved school teachers inspectors academics (both subject specialists and educational researchers) policy makers and advisors. The case studies come from Australia Canada France Germany Ireland Japan the Netherlands Norway Scotland Spain Switzerland and the USA. Drawing on this rich variety of material the authors concentrate on the origins and purposes of innovation within and across the science mathematics and technology curricula. They consider the conceptions of the three subjects along with issues of teaching learning and assessment and explore the involvement of both teachers and students. They reflect on the various strategies adopted to cope with or bring about change and offer valuable insights to advisors developers policy makers and practitioners both in schools and outside. The writing team includes Paul Black King's College London; Mike Atkin Stanford University; Raymond Duval University of Lille; Edwyn James Consultant OECD; John Olson Queen's University of Kingston Ontario; Dieter Pevsner Consultant London; Senta Raizen National Centre for Improving Science Education Washington; Maria Saez University of Valladolid Spain; and Helen Simons Southampton University. Published in association with the OECD. Language: English