In comparing and contrasting the year (horizontal) and house (vertical) systems of pastoral (guidance) organization and management in British secondary schools, this article examines a model combining pastoral and academic concerns by establishing a vertical system. This system is proposed as the most effective way to integrate these two concerns.…

Four secondary teachers, long accustomed to working in isolation, joined forces to provide an interdisciplinary program with flexible scheduling and common planning periods. This article describes their school-within-a-school program, its acceptance by the Coalition of Essential Schools, and the program's benefits. A sidebar provides restructuring…

Explores how Dutch secondary schools can provide supportive working contexts that promote teacher learning, focusing on integration of two substructures (subject departments and student guidance units). Analyzes tensions between the substructures, summarizes insights into teacher learning communities, and discusses integrated teacher teams'…

This publication contains a brief description of secondary education in Poland. The first section provides an overview of the societal and political context in which the educational system exists. The second section discusses current educational issues, including policy formation, finance, the school role in the community, administration and…

Three administrative approaches to organize the secondary school to provide services for learning disabled students are considered. In the first, a staff member assumes the role of case manager, coordinating communication and records from staffings, placement team meetings, conferences with parents, and individualized education program…

Described is the London School Plan, a small comprehensive secondary school system. The author states that the success of the small comprehensives will be judged on how well they cope with the least able student and the sixth formers (ages 16 to 19). (KC)

Hierarchy can accommodate professionals and professional freedom and it is capable of recognizing, nuturing, and responding to its members' needs in ways that are beyond other forms of organization. (Author)

Based on comments from a woman principal's diary, this article views the building of a healthy school culture as essential to achieving school effectiveness and administrative sanity. Success depends on a clear mission, sound communication patterns, a good leadership team, and effective planning and staff development components. (MLH)

Extensive interviews with school personnel of alternative programs reveal that it is in the process of defining their essence with regard to decision-making, admissions, policies, responsibility, freedom, calendars, and programs vs. school identity that planning problems arise. (A related document is EA 507 273.) (Author/MLF)

Among the papers read in the conference on education of the Second Pan-American Scientific Congress, held in Washington December 27, 1915, to January 8, 1916, two contain much of interest and value to those who are responsible for the organization of secondary schools: (1) The Changes Needed in American Secondary Education (Charles W. Eliot), plus…

The creation of facilities that enable students and community members to have a place to go to for guidance and recreation has the potential of making education more relevant. (CK)

Presents the results of a longitudinal study that identified changes in the organization of British secondary schools from 1969-1979. There were changes in grouping practices, grading frequency, the prefectorial system, sex differentiation, and activities. The results are explained in terms of an action approach derived from Weber. (AM)

Advice on ways to make the transition process from junior high to middle school easier. (Author/MLF)

Adoption of a learning-to-learn perspective in secondary agricultural education is affected by school policy, inservice training, and teachers' professional orientation. School management and policy must reflect the perspective that fostering the quality of students' independent learning is the central mission. School organizations should become…

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)