States that his experience leads him to question the similarity of constitution among middle schools. Examines the causes of that diversity which he believes characterizes the nine to thirteen middle school system in Hull. (Author/RK)

Discusses various topics such as the role of leadership of the head teacher, the needs of the school, the organization of teaching (vertical grouping, team teaching) and changes within a British school. (Author/AM)

After long experience as a teacher and head teacher in Devonshire, the author was appointed as Advisor for Primary Education for North and West Devon in 1975. He writes here of his experience in moving to flexible forms of grouping through cooperative teaching as head of Blue Coat Pilton at Barnstaple. (Editor/RK)

Thirteen to fifteen year-old students from Denmark, Sweden, Italy, United States, Austria, Germany, and Great Britain were the subjects on this study of formal thought processes. Socioeconomic status, sex, and school organization provided additional categorization upon which the subjects were divided. Chi square analysis revealed some differences.…

Presents a reply on a previously written article on school district organization and student achievement along with a further rebuttal by the authors of the article. (Author/AM)

In the midst of all the criticism of today's schools, a few innovations in the educational process stand out as effective procedures for improving school programs. One such innovation is the House Plan which has improved the way educators view secondary school programs and instructing secondary school students. (Author)

Presents observations of a suburban high school, focusing mainly on the educational organization's use of time. Implications of the school's schedule are examined, followed by a discussion of the task of educating as perceived and defined in the school. Considers the study's implications for a model of educational organizations. (Author/JG)

Some organizations, such as the college or school, are by the nature of their enterprise, anarchic and, where this is so, attempts to retain predictability by strong boundary maintenance are irrelevant, since unpredictability is built into the organization. (Author)

Reviews research principles underlying site-based school management, including the National Committee for Citizens in Education's parameters. Outlines a Missouri school district's approach to site management, highlighting establishment of guidelines, team training, financial support, flexible staffing, and sense of ownership. (MLH)

Views school reorganization as best achieved through school-based management, featuring transformational leaders, school effectiveness teams, school strategic plans, school-site budgeting, and school performance reports. Describes a Dallas County (Texas) district's efforts to create a mission, review organizational structure, and adopt strategic…

Considered are the social and cultural issues that underlie the patterns of schooling, the assumptions and implications of curriculum languages for teaching mathematics, and the contradictory meaning of change and reform that underlie current efforts to improve instruction. (Author/PK)

Traditional school administrative policy often establishes the structure and organization of the school first; from this structure, the program and curriculum then follow. By contrast, a case study is offered of an educational change as support for the reverse sequence, whereby the school program can be the determiner of school organization. (CJH)

In "Time for Results" (1986), the nation's governors announced a new education reform agenda that develops and extends states' recent initiatives. This article discusses governors' progress since 1986, focusing on their Reconstruction of Schools Project to manage consultation, information sharing, and assistance to states. (MLH)

Argues for a school-centered renewal process making schools the target of improvement efforts and the site of professional inquiry and reflective practice to determine educational change. Examines the creation and use of knowledge, the nature of schools as organizations, and the lessons learned from experience. Includes 18 references. (MLH)

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.…