The literature on decentralization focuses on exchange of power and school reform. Rather than uncovering details of organizational processes, researchers attempted to impose inappropriate models upon them. Unable to explain how decentralization happens, they judged the process unsuccessful. Decentralization remains to be studied and understood.…

Educational reform should be viewed less as the replacement of old with new and more as a process of renewal; the triumph of reform lies in its never succeeding. School reform intended to repair, once and for all, a broken institution will inevitably be frustrated. Schools depend ultimately on motivation. (RDN)

This book is about education system reform in Central and Eastern Europe, with emphasis on decentralization and management. In the past, local authorities served as implementation arms of the central ministry, while finance and decision-making were controlled by the central government, leaving local communities with little influence. New education…

The author claims that faculties of education must prepare teachers for changes now being introduced in the schools and notes reasons why they have not been doing so. He predicts characteristics of the schools in which graduates will teach and teacher characteristics needed; he also describes the program at York University. (JA)

Overall aim of this paper is to identify and clarify a conceptual framework which can be used by educators to formulate a more adequate relation between public education and the democratic way of life. (Author)

An account of the experience of one institute of education which, in light of the James report, seems headed for extinction. (MB)

Describes changes taking place in two school districts committed to individualization of instruction. (SP)

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…

Discusses methods for introducing innovations in secondary education and describes author's conception of the new high school. (AA)

The organizational outcomes of different types of policies that school administrators follow during times of retrenchment were studied. The effects of four retrenchment policies--in school consolidation and reduced staffs, on per-pupil costs, pupil-teacher ratios, and equity--are discussed. (PP)

Focuses on the 1950s as years of political restoration of higher educational policy in the Federal Republic of Germany. Higher education institutions were restored in their organizational structure in accordance with the constitution and the traditional academic spirit. Organizational needs of the future are outlined. (KC)

Applauds Anne Raywid's critique of the ASCD's "Public Schools of Choice" monograph in the same "Educational Leadership" issue for advocating the revitalization of public schools and the creation of more democratic governance structures. However, parental choice will be meaningless unless school norms and teacher-student work relationships are…

Neither hyperrationalist nor decentralist reform strategies will seriously improve educational quality. Successful reform strategies incorporate three dimensions: the authorized movement, regional or localist responses, and conversation, involving changes in school rhetoric. States must create a context for developing organizational competence at…

The government-funded studies in this special "Kappan" section show that changing one aspect of the educational system is extraordinarily difficult. The system is allergic to change, teachers are inadequately prepared, and attitudes are key to the intractability problem. Cooperative and productive learning should be overarching concerns.…

Middle school transition brings with it considerable change for those involved. Using corporate and industrial management theories and practices presents a rationale for wholesale and comprehensive educational change. (six references) (MLF)