Argues that complex educational change is relatively unmanageable. Draws on research on reorganization of schools to identify sources of ambiguity in the change process. Identifies characteristics of reorganization complexity and offers tentative practical themes for managing complex educational change. Offers an agenda for future research,…

Before diving into a change effort, principals should involve others in surveying the landscape, assessing the school's strengths, and identifying those responsible for past successes. Principals must then adopt an attitude of increased expectations; allow for comprehensive, meaningful planning; and commit to a continuous-improvement process. (MLH)

Discusses the differences between applications of interdisciplinary philosophy to school organization and to curriculum. Details organizational and curricular arrangements, notes that the two organizational arrangements can support any of the curricular arrangements, but that the term "interdisciplinary" means one thing when it modifies school…

Grant and Sleeter's contention that the form and content of teacher work is as much shaped by teachers themselves as by situational constraints is critiqued and found to be flawed. (Author/MT)

Views recent educational reforms as "galloping centralization" resulting from states' excessive rationalism in legislating school improvement policy. A Vermont study shows that policymakers did not act in accord with a user perspective concerning local schools' policy environments and that Public School Approval, as a state policy,…

Faculty motivation, the role of money as an incentive, and the structural compatibility of universities with merit systems of pay are examined. As presently structured, universities seem unlikely candidates for successful merit-based pay plans. (Author/RM)

Describes new theories in science, based on the construct of "order through fluctuations," which lead to new understanding of the emergence of creativity from turbulence, both in the universe and in education. Attempts to develop new metaphors for "becoming" in education. (Author/KH)

Analyzes the occurrence of computer crimes in schools, focusing on the main types of crimes possible, potential criminals in schools, and how the organizational characteristics of schools invite computer crimes. Means to counter this problem and minimize it as far as possible are suggested. (MBR)

Coprincipals carry the authority and status of the principal's office equally. The coprincipalship at Lompoc (California) Valley Middle School has functioned successfully for two years. Each principal shares in decision-making and has contacts with both successful and struggling students. (Author/MLF)

Higher education--and continuing education as one arm of that enterprise--is not just an economic engine; it contributes directly and in a multifaceted fashion to the common good. It generates and makes accessible a great deal of the knowledge that drives the economy; it helps develop an understanding of the society and the world for millions of…

Based on comments from a woman principal's diary, this article views the building of a healthy school culture as essential to achieving school effectiveness and administrative sanity. Success depends on a clear mission, sound communication patterns, a good leadership team, and effective planning and staff development components. (MLH)

Some relationships between high schools and their parent districts are similar to those between individual business enterprises and their parent companies. This article reviews several factors enhancing the success of these relationships in business and draws implications for high school organization. Leadership, organizational autonomy, and…

The author criticizes as inadequate the study of educational organizations based on theories that do not analyze schools themselves and proposes the development of organizational models of schools. The argument builds on Kenneth Boulding's typology of knowledge, which offers neutral middle ground in the debate between phenomenological and…

The principles of a sound education can be incorporated in a middle school or a junior high school. It is important that commitment be made to programs rather than to the psychological ploy of a name. (Author/MLF)

Effective middle-level schools provide students with a supportive structure in the form of relationships between teachers and students. Research has confirmed the effectiveness of team organization, advisory groups, multi-age grouping, and exploratory curricula. (Author/MLF)