Many of these misgivings turned out to be untrue, and teachers found they could monitor the students using the computers with little difficulty. Now, it would seem unusual to find a schoolroom without at least one computer, but then, it was different, and change was met with resistance and even alarm by some of the teachers. More recently, there has been an increased interest in the community to change kindergarten to a full-day instead of a half-day concept. Many of the staff and the teachers are not happy about this concept, and do not want their classrooms to change from half-day to full-day. They cite a variety of arguments, noting that these young students are too young for a full day of instruction, to their own resistance to working with 5-year-olds to a full day. Because there is also some resistance from the community, the teachers are also using this as an argument against implementing a full day of kindergarten instruction. It seems that many of the teachers arguments are more personal, rather than for the good of the incoming kindergarten students. For example, many studies have shown that a full day of instruction benefits most children, especially those who are non-English speaking, as many incoming kindergarteners are. Thus, Rossman's assessment that accepting change is not always about doing what is best for the children is essentially correct here. Many teachers are more worried about their own schedules rather than providing the best educational experience of the children they are teachings. Rossman continues, "For at least...

11). Thus, the kindergarten teachers regard their schedules as "sacred" and refuse to alter their thinking even if it may become necessary to change the children's schedules.
One more positive aspect of the culture of this district is the very thing that can make resistance to change so strong. This is an established school district, and many of the staff have been with the district for many years. They still remain devoted to their duties and to the positive educational prospects for students. Because they have been with the district a long time, they know and understand their own goals and objectives, and help pass their dedication on to newer, younger employees as they enter the district. These are admirable qualities, and it is clear many of the staff and administration could not imaging working in any other type of career. However, because they are well entrenched in the system, they can be resistant to change, especially when it impacts their own career, department, or area of control. What Rossman writes seems to be entirely all too true in this district, and it seems many others across the nation and the world. In that, educational facilities have much in common with any other organization. The people of the organization can be its biggest strength and sometimes its biggest weakness, too.