Comments on articles appearing in the 2001 theme issue of Sociology of Education. Considers the nature and impact of the widespread cultural commitment to educational equality. Discusses other aspects of education not emphasized in this issue, such as the implications of racial inequality, credentialism, and educational organization (CAJ)

This article provides an evaluation of the rationale for, and impact of, setting with English classes in the second year of secondary school in one Scottish authority. The Council's education department has a long-standing policy of mixed-ability classes in English for the first two years of secondary school (S2). A number of schools approached…

In this paper the authors extend an earlier study that developed images of what schools are like as social entities. That study found that elementary schools correspond to the rational bureaucratic image, whereas secondary schools are more loosely coupled systems. The study was limited by a small sample. In this paper the research was extended to…

Describes nine steps that enable a school psychologist to determine the real agenda of a school system. The "real" agenda of a school is defined as those behaviors that are encouraged and discouraged by each school's culture on a daily basis, and is not necessarily equated with official school statements. (Author)

Proposes a conceptual framework for viewing alternative schools. Identifies four educational ideologies and explores how they may influence school goals, program, formal structure, environment, and informal processes and norms. Develops propositions related to (1) the relationship between alternative schools and the external environment and (2)…

Defines and clarifies the role of educational public relations in relation to student achievement. This communications process, which improves organizational understanding and climate through broad community involvement, should be given top priority by educators and citizens. (CJH)

This research examined 1,213 elementary school teachers' perceptions of the school organizational conditions that provide the greatest opportunities for professional development. Ten workplace conditions were analyzed. Results are presented. (Author/MT)

The structure of schooling has been accepted as a given, and demands for reform have centered on changes within the structure rather than on the structure itself. The workplace shapes the behavior of teachers and students in significant ways, and therefore cannot be ignored in the councils of reform. (MT)

Makes the case for developing closer contact between students and teachers. (RK)

This paper describes the organizational culture and structure of five accelerated schools in the Clark County School District in Nevada, focusing on the similarities and differences among these schools. The cultural aspects of the schools under comparison included the guiding principles, the central values, and the learning philosophy, whereas the…

To avoid the dehumanization that can result from too much emphasis on efficiency alone, PPBS must conform with the pre-existing school environment, with its personal, political, social, and economic dimensions. (Editor)

Article suggests constructive changes principals can make to encourage students and teachers to enjoy their educational environment. (RK)

The large school must organize itself to recognize individual human needs or face continual disruption. The author concludes that the specifics depend upon a constellation of factors inherent in any given situation. (Editor)

Explored the implementation of middle level reform components in both high- and low-performing middle schools, seeking to identify factors linked to student achievement. Found that organizational health, which includes academic focus, teacher affiliation, and resource support, more directly influences student performance than simple implementation…

Identifies five building blocks of school restructuring forming the foundation for comprehensive educational change. Identifies four overarching restructuring issues, including administrative and teacher leadership, the dilemma of process versus content, balancing student and teacher needs, and achieving a balance between action and reflection.…