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This review examines studies relating to the implementation of systemwide educational change and, in particular, focuses on teacher receptivity to those changes. It provides a brief historical summary of this literature from the past 40 years and presents as well the general variables that seem to be related to teacher receptivity. It is assumed that there are fundamental generalizations common to all such changes and that these can be embodied in ideal-type models of implementing change. The important general variables that should be included in such models appear to be teachers' personal cost appraisal of the change, practicality of the new educational system in the classroom, perceived support for teacher roles at school with respect to the main referents of the new educational system, alleviation of fears and uncertainties associated with the change, and perceived expectations and beliefs concerning the important aspects of the change. In addition, there are a number of other important general variables, such as beliefs on general issues of education relating to the change and overall feelings and attitudes towards the previous educational system. [ABSTRACT FROM AUTHOR]

Some confusions among current uses of the term "bureaucratic structure" are discussed, and a rationale for definition and measurement is presented. Empirical research based on this rationale is reported, with a discussion of the factor composition of bureaucratic structure and recommendations for its use in further research. [ABSTRACT FROM PUBLISHER]