Constraints on Teacher Change

Abstract

Duffy and Roehler examine teacher resistance to change by collecting self- report data on why a particular instruc tional innovation was not regularly implemented in classroorr's. Results in dicate that certain conditions constrain teacher thinking about innovations. These conditions are described. Hypo theses are presented regarding the ways these constraints modify teacher im plementation of instructional innova tions. Implications for teacher educators and researchers are suggested.