This paper summarises recent school reforms implemented in Alberta, Canada, and presents the responses of key constituents. Then, the article links the findings in Alberta that technological and global influences are transforming schools to associated research conducted by Canadian and N e w Zealand researchers. The authors close by raising related questions about teacher education and graduate university programmes, the significance of information and communication technology, the link between educators' conservative assumptions about schooling and legislated educational reforms, and, finally, the possibility that the limited capacity of public schools to change may lead to their irrelevance.
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