In this reaction, the author concentrates on evaluating the study's broader interpretive claims. He states that the articles reviewed have the following three purposes: (1) to explore the ways in which a variety of factors shape school change over time; (2) to show how the five factors combine at key points in the story to create what Ivor Goodson (2005) calls "conjunctures"--historical convergences of the demographic elements (principals, teachers, and students) and the economic elements (reform policy and school relations, both of which the authors see as driven by economic pressures); and (3) to cast light on issues of sustainable innovation in schools in an effort to explain how innovations are lost over time and what factors might help sustain them. The author begins his review by going through the individual articles.