At the same time, every attempt will be made to use language that alerts the reader to what is firmly grounded in the data and what statements are to varying degrees extrapolations from them. The key messages presented below are a response to this central question. The complex and fundamental reforms advocated by the reformers are not easy to establish, but they are appropriate and worthy of pursuit. While introduction of the reforms produces many dilemmas for teachers, requires a long and intensive effort, and seemingly is a continuing journey, these cases do not suggest that the reforms are inherently inappropriate. Indications are that student interest in the content increases, that students make more connections both between content and its applications and between content and other components of content, and that critical thinking is practiced to a greater degree.
Time is a major dilemma for teachers in the reform context.
While teachers find that the time pressures let up as they become more successful in implementing their reforms, it is apparent that the time demands of the reforms are a dilemma for teachers. The major concern of teachers about the reforms was the time required for preparation and planning. Additional time is required for formal learning, such as through inservice education classes, although the most important learning probably takes place in the context of the collaborative work with other teachers. Expect the reform process to extend over a long period of time. Anyone entering into a major reform endeavor should recognize from the outset that it will take a concerted effort over a long period of time.