The organizational characteristics of schools stack the deck against reform. Teacher norms and values put a premium on time, autonomy, and order, whereas student norms and values are oriented to peer rather than school concerns. These norms and values stem from the school's organizational characteristics.
Because most reforms make demands on teacher time, channel or reduce teacher autonomy, and disturb current routines, they are often unsuccessful. Chances for success will improve when context is taken into account or when reforms directly address organizational features that inhibit change.
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