Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform

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Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, background): “Recognizing that teachers must be at the heart of any attempt to change the practices employed in science teaching, we sought to understand what shapes the manner in which teachers respond to messages of reform (Smith and Southerland 2007).”
A phenomenological study of an international teaching practicum: Pre-service teachers' experiences of professional development (2013, background): “…and experiences influence and characterize the way teachers respond and react to educational realities, perspectives and changes (Amobi, 2003; Pitsoe & Maila, 2012; Smith & Southerland, 2007), and the “eventualities of the future todealwith the challengesof thepresent” (Amobi, 2003, p.25).”
Intentions and realities in implementing communicative curriculum reform (2009, background): “This is an issue which has been studied in education generally and specifically in ELT (e.g. Chapman, 1997; Elmore, 1996; Gorsuch, 2000; Karavas-Doukas, 1998; Li, 2001; Nunan, 2003; Smith and Southerland, 2007; Spillane and Zeuli, 1999; Wang, 2002; Waters and Vilches, 2008).”