This study examined the effects of governance in higher education on the changing structures of universities, focusing on three major aspects: the marketization of higher education, new circuits of academic capitalist knowledge, and the quality of higher education. To do so, the study employed time-series-cross-sectional (TSCS) data analysis with…

This study identified the enabling conditions related to building instructional capacity created by the councils in three high-performance schools in an urban district. The authors collected the data through observation, interview, and document mining. School-level data were sorted inductively into themes through constant comparative analysis.…

Argues that the role of the assistant principal may be dysfunctional as a training ground for secondary school principals because, as presently defined, it permits assistants to learn virtually nothing about management and improving instruction. Presents an outcome-based model for preparing the assistant for a principalship. (KH)

Presents a strategy for reconceptualizing the role of the high school assistant principal in order to: (1) make the job more professionally satisfying; (2) better prepare assistants for subsequent responsibilities as principals; and (3) develop a capacity for problem-solving activities, pursued cooperatively by teachers and administrators, to…

Assistant principals primarily police and control and prepare for a future principalship. Yet schools could benefit if the job also include instructional leadership, close teamwork with teachers and colleagues, and integration of community groups and parents into the school. Such changes would require shifts in the sociopolitical agenda for…

The accumulated evidence argues that a school contemplating curricular innovation will heighten its chances of success if it first gives staff members practice in new norms and skills for the collaboration that will be necessary to the innovation's success. (Author/AM)

Presents a description of some of the needs in the 60's which generated the efforts to create the training materials and support training of trainers, the issues that seemed to need answers, a number of actions which have been taken, answers found for some of the issues, and suggestions of work yet to be done. (Author/AM)

Recommends an organizational strategy for improving the effectiveness of secondary school assistant principals. Outlines skills needed by assistant principalship and provides selection and evaluation criteria. Describes an internship program to provide opportunities for individuals to pursue assistant principalships. (KH)

Educational reform should be viewed less as the replacement of old with new and more as a process of renewal; the triumph of reform lies in its never succeeding. School reform intended to repair, once and for all, a broken institution will inevitably be frustrated. Schools depend ultimately on motivation. (RDN)

Describes the context, content, and extent of organizational development in a suburban school district and discusses keys to the success of this work, pitfalls encountered, and needs that have not been met. (AM)

Provides four determinants of educational organizational development diffusion rates: administrator involvement, incentives, practitioner development, and knowledge base. (Author/AM)

Describes the experiences of an organizational training workshop conducted for the staff of a reconstituted school, i.e. a school which had been reorganized in terms of personnel, grade patterns, instructional patterns, and student bodies as a result of the desegregation process. (Author/JM)

Concludes that organizational development is a positive influence in promoting the type of school climate that allows for open relationships between teachers, students, and administrators. (AM)

Suggests that the key to organizational change may not always rest in the hands of the holders of formal organizational power, giving an alternative to the usual strategies of re-education or replacement to the top of the organizational hierarchy in systems of rapid movement from entry to high positions. (Author/AM)

Describes that nature of organizational development in this district and provides background information. By the close of the 1975-76 school year the district will have moved from a district centered to a school-based management system. (AM)