School bureaucracies tend to change their structure to conform to educational needs as these needs arise. (CK)

Curriculum content is necessarily influenced by the structure of a school's organization. If changes are to be brought about in curriculums, those who are now in power must be willing to assess and, if necessary, to modify their schools' organization. (CK)

Describes the educational reform of the Italian middle school system from a fragmented system of separate vocational and academic schools to a unified comprehensive middle school system. Effects on the high school system are also mentioned. (AN)

Looks at both the eight-four and the middle school plans of school organization and concludes that the latter is preferable, since it represents a spark of reform within the status quo. (FL)

Are ninth graders too young for high school or too old for middle or junior high school? Author examines the problem and does not feel it is that severe. (Editor/RK)

Identifies a set of considerations for school systems and policy makers contemplating the development or improvement of alternative schools, including whether systems need more than one alternative school, how their effect should be judged, organization for instruction and for staffing, and how the learning environment should be arranged. (SR)

Outlines procedures for constructing a definitive model which conceptualizes the nongraded system. (Author)

Author feels educational change can best be effected by reorganizing schools into a changing series of problem solving groups'' and deemphasizing the department structure.'' (Author/SP)