This article discusses the nature of innovations in the educational community and how educational changes are made. Recent research documents ongoing change with new innovations coming and going with little or no concern for their efficacy or importance. The article describes some of the possible reasons why education goes through fairly continual change. The article also attempts to offer suggestions on how teachers, teacher trainers, administrators, and educational researchers can have a positive impact on reducing or slowing the processes of innovations coming and going in American schools.
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