Five of the six papers in this monograph describe case studies of four schools in the initial year of implementing differentiated staffing. These studies attempted to identify issues and generate hypotheses regarding the process of innovation implementation that would be worthy of more precise subsequent investigation. Researchers ended the project with a wealth of ideas concerning the barriers to the implementation of staff reorganization but few clues as to the facilitators. Thus, a second project was launched to investigate schools already operating under a nontraditional mode of instructional staff organization where change facilitators and fruitful strategies for surmounting implementation barriers might be more observable. An early report on this second project, carried out in selected Wisconsin multiunit schools, is contained in the sixth paper of this monograph. A bibliography is included. (Author/WM)