Educational reforms implemented in Sri Lanka in the early 1980s are examined in this paper, which focuses on three broad areas: restructuring reforms; the principal's role; and school-community reform. The research project was carried out by Basic Research and Implementation in DevelopinG Education Systems (BRIDGES) of Harvard University…

An in-depth examination of restructuring is provided in this policy brief, which shows how the meaning of "restructuring" changes according to the setting and participants involved. After a review of the current context of the restructuring movement, different types of reform efforts are described, which include restructuring of…

General reform in the admission requirements, curriculum, organization, and location of Swedish higher education institutions is described. (DE)

Even though middle schools are important in retaining at-risk students, the organization and curriculum of most of them do not meet the developmental needs of young adolescents. Improvements should focus on making middle and junior high schools function less like large, impersonal high schools and more like caring, nurturing elementary schools,…

A synthesis of the research on educational improvement programs of the 60s and 70s provides the framework for this paper. Restructured schools featured the use of team teaching and shared decision making, and changes in curriculum content and delivery. Problem areas centered on role-related issues, ambiguous means of implementation, and lack of…

A second wave of educational reform is closely scrutinizing fundamental issues (structure, organization, management, curriculum, and instruction) and calling for at least partial restructuring of the public school system. After presenting a scenario of an ideally restructured elementary school, this paper explores the…

For the past five years, education in the United States has received major criticism and various reforms have been suggested. The recommendations, legislation, and proposed changes that have resulted have created consternation, frustration, and optimism among teacher educators. The optimism stems from the desire to continue to improve the…

As part of a longitudinal study of external assistance in school change, cooperative efforts between an external agency and five schools were analyzed to identify characteristics of the social structure of schools that affect change implementation. Data were collected through extensive observations and interviews. The schools evidenced a…

This paper examines the nature of change in educational institutions using a number of sociological variables including: (1) the internal and external environment; (2) organizational goals; (3) hierarchy of authority and power; and (4) professional standards. Each of these factors is discussed and related to one another in order to demonstrate why…

A study of, and recommendations for, long range methods to improve integration and education in Pittsburgh's public schools. Emphasis is on secondary education. The background for educational change in Pittsburgh is presented, followed by recommendations for the shape of the educational setting to come. Recommendations refer to--(1) the secondary…

In an effort to help parents and others understand changes being made in the English secondary schools, this book explains the reasons for abolishing the "11 plus" in favor of comprehensive education; the reasons for using child growth and development as the basis for modern educational methods; the school activities, organization, and…

Four dimensions in education provide a basis for discussing future horizons: (1) curriculum development, (2) teacher education, (3) administration and organization, and (4) research and development. These areas are interdependent, and one cannot be improved or changed without affecting the other areas. Within these areas, some of the broad changes…

At their annual meeting, the American Federation of Teachers (AFT) proposed that school reform begin with schools within schools. The arrangement would involve groups of teachers who plan and set up experimental schools within existing schools. (MLF)