New Zealand Council for Educational Research,

This study evaluated the implementation of the New Zealand Curriculum in primary schools, based on case studies of seven schools. The schools ranged in size from grade 1 up to and including Grade 5, and included schools in rural and urban areas and provincial towns. Data were collected through a series of semi-structured interviews with the principals, classroom teachers, and members of the schools ' boards of trustees. Results indicated that the schools varied considerably in the progress they had made toward implementing the New Zealand Curriculum. The reasons contributing to this fact included: (1) the availability of staff development; (2) the leadership of the principal; (3) teacher attitude toward change; and (4) the amount of time neaded to bring about change. However, one abiding impression frc.al the interviews was the positive reaction of principals, teachers, and members of boards of trustees to the content of the curriculum statements. Many principals and teacher