Examines data from four secondary schools struggling to develop and implement authentic learning and assessment over a three-year period. The schools did not succeed due to several interrelated factors: lack of foundational knowledge, the dominance of privacy and classroom autonomy norms, teacher time and student control issues, efficacy issues,…

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'…

Restructuring programs and reallocating resources (to smaller classes, teacher planning, professional development, and tutors for struggling students) constitute a complex, large-scale change process. Steps include recognizing the need for change, evaluating strategies, and creating a new educational strategy for all organizational levels. (MLH)

Proposes a 10-criteria classification framework, derived from current literature, to capture the characteristics of the design, leadership, and implementation of school improvement programs in the United Kingdom. Uses the classification frame to analyze the design model adopted by the secondary school in the case study. Draws conclusions about the…

In 1988, Illinois entered into a 5-year commitment, called the Illinois Alliance of Essential Schools (IAES), to implement the Coalition of Essential Schools (CES) philosophy in several secondary schools. This paper presents findings of a study that examined how IAES schools defined the program's nine Common Principles and the implementation…

In 1987, Western Australia implemented a school-based management program called "Better Schools," which attempted to create "self-determining schools." Central to the restructuring effort was the establishment of school-based decision-making groups (SBDMGs), which permitted school staff and community representatives to exercise…

Findings of a case study that examined teacher perceptions of the implementation of a destreaming program, the "Transition Years," in a secondary school in Ontario (Canada) are presented in this paper. Interviews were conducted with the principal, vice principal, and 11 teachers in the school, which was engaged in restructuring its…

Findings of a 3-year study of the policy implementation process in three western Australian secondary schools are presented in this paper, which focuses on the macro and micro aspects of implementation. To examine responses to the formation of school-based decision-making groups, methodology involved: (1) document analysis; (2) interviews with…

This report concludes that the house plan should be the centerpiece of a systematic restructuring of New York City neighborhood high schools to reduce the dropout rate and improve academic achievement. The house plan is based on the subdivision of one or more grades into smaller schools within schools. Long-term monitoring of New York City dropout…

This paper presents findings of a study that described the existing nature of school-based management (SBM) structures and procedures associated with school-development planning in Western Australia. It also examined the impact of SBM on the curriculum and professional activities of teachers. Data were obtained through analysis of official policy…

Over the last 2 decades, education in Ontario, Canada, has undergone several changes, including an increased emphasis on process skills and the learning process itself. This paper presents findings of a study that examined the role of the secondary school department head in the change process, particularly in curriculum implementation, staff…

The implementation of a shared decision making (SDM) project in a large public secondary school was studied for three years. Factors that enhanced the SDM process were the confidence stakeholders had in themselves, resource availability, creation of democratic rules and procedures, early and concrete accomplishments, and the principal's support.…

The School-to-Work Opportunities Act of 1994 provides 5-year federal grants to help states implement school-to-work (STW) systems with broad collaboration among employers, organized labor, educators, and public agencies. All states have taken steps to create a statewide infrastructure. Local partnerships are widespread, but new and evolving.…

This report presents a final assessment of the early implementation of the School-to-Work (STW)/Youth Apprenticeship Demonstration programs and participants. Chapter I describes the evolution of STW policy. Chapter II discusses marketing methods, the student selection process and selection criteria, reasons for student participation, and number…