The struggles, successes, and lessons learned from the experiences of these teachers are interesting to read and useful to those involved in change initiatives.
Abstract: "This paper describes and interprets how five teachers of high school freshmen defined and made meaning of a change process in which they were involved. The restructuring initiative, which was administratively imposed, involved teaming, interdisciplinary teaching, and block scheduling. The study took place during the 1st year of implementation, 6 months after the team had received the mandate and prepared for the restructuring. The tools of inquiry included the following methods: (a) analysis of three in-depth phenomenological interviews, (b) participation observation, and (c) analyses of documents such as minutes from team meetings and curriculum planning sessions."
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