Schools with custodial structure, punitive structure, and no structure are good for three things--maintenance, punishment, and nothing. Schools must have a structure that encourages their real objective--to develop skill, knowledge, appetite, and discipline for living. (Author/IRT)

A systems approach to school organization should define the role and function of the elementary school principal as a middle manager. (Author/DN)

Describes implementation of several different classroom organization plans within Wyoming's Douglas Elementary School East, allowing for response to varied student needs, parent wishes, and teachers' styles. The principal's role in the program is outlined. (PGD)

The principal of P.S. 84 in New York City recounts how his school has, with the aid of parents, managed to change and implement open education while suffering from staff cuts and other consequences of reduced funding. (IRT)

The principal should be responsible for the administrative leadership of the school, including leadership of the supervisory program. (Author)

Education should be made the prime function of schools and the enormous task of establishing new directions and new traditions that will make this possible should be started. Suggested are master teachers, clustering of grade levels, and changing the role of the principal from administrator to coordinator. (Author/DN)

Examines the status of the elementary school principal and his relation to the central office. Considers the effects of administrative decentralization. (Author/DN)

In light of the accountability movement, school principals must make a concerted effort to reexamine their roles and relationships to the central office. They must seek and accept more control of the school's destiny. (Author/WM)

Some parallels between the development of the earlier junior high schools and that of the middle school are described. (Author)

Summaries of several national surveys of middle schools and the current status of middle schools in several States, along with general conclusions. (Author)

The American elementary school principal is subjected to pressures from parents, organizations, bureaucrats, the education publishing industry, and universities. The steady, continuous growth of child centered, informal education in Britain, compared to the cyclical changes of American elementary education, indicates that there are powerful…

The present hierarchical relationship between school and central office is examined. An alternative decentralized system is suggested as a way to make open education possible and to bring about humanization. (Author/DN)

This article on changing schools advances five hypotheses for why effective educational change comes only when schools reconstruct themselves. Relates these hypotheses to a model'' school the author would like to build in which school is organized into phases instead of grades, teams instead of teachers, and in which performance evaluation on a…

This article examines three problem areas related to classroom organization--team teaching, cross-age grouping, and classrooms labeled according to some prevailing educational ideology. The author notes that staff organization demands careful attention in order to allow teachers opportunity for growth and flexibility. (Author/DS)