Argues that complex educational change is relatively unmanageable. Draws on research on reorganization of schools to identify sources of ambiguity in the change process. Identifies characteristics of reorganization complexity and offers tentative practical themes for managing complex educational change. Offers an agenda for future research,…

Harlow, one of Britain's New Towns, attracted numerous young families in its early years, prompting development of a large school system with good career advancement opportunities for young teachers. As the town's population aged, enrollment fell drastically, necessitating major school reorganization to meet significantly changed student and…

An individual's participation in school can be analyzed on four levels--the individual, the team, interteam coordination, and management of the school's interaction with the environment. These levels represent different intensities of participation and degrees of complexity in an individual's commitment. This paper explores each level and…

Explores whether primary schoolchildren's success in reading and writing depends on managing of literacy teaching at different levels, not simply the underlying pedagogic principles. Communication breakdowns in England's Catch Up Project illustrate how increasingly complex variables become in a top-down approach. (Contains 38 references.) (MLH)

Explores perceived stress and job satisfaction among 36 primary British headteachers. Around half reported high levels of occupational stress; half were satisfied with their work. Highest satisfaction levels came from personal and organizational factors. School organization was a source of stress and satisfaction. Social support was perceived as…

A clear set of shared values acts as an organizational and inspirational force in educational institutions. Recently, British schools have been experiencing conflict between their values and those of the National Curriculum. This article explores the nature of values, proposes a framework for assessing values in schools, and suggests how conflicts…

Examines the nature of non-decision-making, its empirical operationalization, and practical realization in the school sector. Studies on decision-making fail to consider an integral element: the conscious or unconscious decision to exclude certain areas from formal decision locations and relevant decision makers. Implications are discussed.…

Using the development of Third World countries as a metaphor for individual school development, this article describes a method used for eight years in a British secondary school to support internal school development initiatives. Emphasis is placed on internal communication and collaboration and on obtaining outside support rather than outside…

Explores how metaphors are used to identify and store some expectations that structure schools' interactions and communications. Outlines a systems-theoretical view of schools derived from Niklas Luhmann's social theories. Illustrates how the metaphors identified in an earlier study provide material contexts for identifying and storing structures…

While central control can lead to bureaucracy and sclerosis, the local alternative can produce a wasteful duplication of effort. This paper analyzes how different levels of school autonomy affect costs across the United States. Results suggest there may be an optimal, cost-minimizing level of decentralized decision-making authority. Academic…

In the late 1980s, radical administrative changes (setting up boards of trustees and relaxing zoning restrictions) were undertaken in New Zealand's education system to make schools more responsive to their communities. This paper describes the consequences of implementing these policies, using evidence from a study of a particular high school.…

Considers the problems inherent in British secondary school organization, the resistance to change built into the organizational systems, and possible organizational concepts that could serve the same general purposes (curricular oversight and student services) while adapting more successfully to changing needs and conditions. (PGD)

The literature profiles few schools that have determined to democratize their existing, primarily authoritarian structures. This article discusses reasons for democratization and summarizes participant responses in two schools in England and South Africa that have attempted such changes. Both studies explore the role of pupil participation in…

Examines how a learner-centered Montessori school in Toronto, Ontario, defines, specifies, and implements its management decision-support system. Findings indicate a tightly integrated management system comprised of a few student-focused decision-support elements. Identifies relationships, resources, and particular organizational arrangements as…

Restructuring consequences in Australian education have largely been confined to administrative levels. However, change must occur at the classroom level, beginning with outcomes and processes. Five levels are critical to supporting classroom practice: student outcomes; learning; teaching; organizational structures; and leadership, resourcing, and…