In Spain, many aspects of educational reform began with the social movements arising in the 1960s. By the end of the 1970s, as the first democratic local elections were held, psychologists, educators, and social workers began to work toward schools that would compensate for the social and individual disadvantages of many students. These efforts also included collaboration with the local teachers to work on improving the quality of schooling. Teachers' Centers were founded in 1984 with the aim of being places where teachers could decide and manage areas and topics of their own interest in inservice education. The Ministry of Education also began offering grants for research on topics related to school improvement, where teachers and researchers could work together collaboratively. In 1986, further political change led the Ministry of Education to stop top-down reform and initiate a debate about a new law to regulate the educational system. This law, passed in 1990, required a national curriculum. Teachers were required to write lesson plans that specified a sequence of content, and many sought advice from researchers regarding these and other aspects of implementing the new law, resulting in more collaborative efforts. Finally, a journal was created that brings together researchers and practitioners in a joint publication effort. (JLS)