Reviews small-scale, exploratory research into British schools' management of concurrent educational reform innovations generated by government, local education authorities, and the schools themselves. Describes changing innovations patterns, key factors influencing their adoption and implementation, the central management strategies employed, and…

Ways to prepare students for life after school have changed dramatically. This paper outlines five different approaches to incorporating the world of work into the United Kingdom's school curriculum (the bolt-on approach, through subjects, the whole school progressive policy approach, integration, and cooperation with local compacts) and explores…

Describes briefly how the junior section of one Hong Kong school handled major problems by adopting a total-quality-management approach to change and restructuring. Describes the school's problems, discusses TQM generally in educational settings, describes the new "homestead" implementation, and comments on teachers' and students'…

Examines management of planned change. Considers how a continually shifting balance between environmental turbulence and stability affects implementation of annual school-development plans. Tests Wallace and McMahon's contingency hypothesis: turbulent environments demand a continual process of creation, monitoring, and adjustment. Stable…

Portrays a (British) sixth-form college's experiences while preparing for incorporation. Analyzes recent developments of interest to education managers facing externally imposed change. Focuses on communication and consultation structures, the changing balance of power as institutions become independent entities, and industrial relations in a new…

Describes some national and international perspectives on performance indicators and analyzes some government publications on the topic. Discusses two attempts to use performance indicators in Great Britain's TVEI extension programs and describes a method for linking performance indicators to school development. Includes 18 references. (MLH)

Whether organizational and curricular changes introduced through restructuring endure and/or result in long-term benefits for students and teachers is hard to determine. Using a longitudinal case study of a restructured high school, this paper argues that the dynamics of "institutionalization" and "renewal" drawn from earlier…

Mentoring, a powerful tool for developing and training school principals, must be managed wisely. Drawing on the experiences of a mentoring program operating in Singapore since 1984, this article discusses three major issues influencing success: mentor selection, program preparation and development, and program operation and organization.…

Identifies some issues emerging from Barnet College's involvement in the United Kingdom's National Pilot appraisal Scheme for Further Education. Explores varying perceptions of both appraisers and appraisees, focusing on individual staff member and special interest group reactions. Only 14 percent of staff surveyed felt that the process was…

In England, the traditional 9 a.m. to 4 p.m. school day, with generous lunch, morning, and afternoon breaks, is yielding to alternative arrangements to accommodate the extra workload arising from numerous government-mandated reform initiatives. This article documents the reasons, discussions, and processes involved in one secondary school's…

Discusses teachers' perceptions of an externally imposed appraisal process at a small British special school. Examines teachers' experiences to explore whether appraisal can be a learning process enabling schools to become learning organizations. Teachers will only become conscious, competent learners if they design their tasks within a flexible,…

Builds on an earlier study considering changes in the use of noninstructional staff in maintained (British) primary and secondary schools. Focuses on the introduction of staffing innovations (how they originated, how they were implemented, their perceived advantages and difficulties, and their estimated cost-effectiveness) in a new kind of…

Discusses a case study connected with research into the introduction of school development plans commissioned by Warwickshire (England) Local Education Authority. Illustrates the time, energies, and tensions experienced by key actors involved in fusing the centrality of pupils' learning with the business of post-Education Reform Act management.…

Explores the 1988 Education Reform Act's effects on providing physical education and sports in British schools, and specifically, implementation of the National Curriculum for Physical Education. The ERA and local school management have not only changed interschool and school-government agency relationships, but have fostered potentially damaging…

The luxury of "slow change," so characteristic of schools over the years, may be giving way under the pressure of Britain's 1988 Education Reform Act. Primary headteachers have lived through two years of government-set agendas. Different groups' conflicting interests have created new priorities for headteachers and require new coping…