Uses findings of a national longitudinal study to examine the changing role of secondary principals in England and Wales. Explains the United Kingdom's education system, outlines the principal's role within the context of unprecedented educational change, and discusses strategies for coping with changes and balancing roles as educators and…

Compares the Chicago School Reform Act of 1988 with the English Education Reform Act of 1988. Explains the source of authority for school-based management in each setting and examines six common themes. Emphasizes the conflict between the concepts of the professionalism of teachers and client empowerment through enrollment choice or…

Examines how upper-track college preparatory high schools in East Germany are being changed through restructuring and cultural reorientation following unification. Concludes that the gap between state-mandated reforms and teachers' perceptions of the goals of education is hindering implementation of changes. (SK)

Responds to an earlier article that discussed school restructuring as it related to a book by this author. Topics addressed include hyperlearning; virtual reality; experience as separate from technology; and just-in-time learning. (LRW)

The two reform orientations termed "hard" and "soft" policy do not represent a set of mutually exclusive choices for policymakers. Bureaucratically and professionally based decision-making approaches must coexist in schools and school districts. The dual policy approach necessitates a rethinking of administrative posture and gives shape to a…

To contribute to a knowledge base of effective educational practices, this article summarizes several thousand small-scale psychological experiments on classroom learning and analyses of large-scale national surveys in the United States and other countries. (22 references) (MLF)

Dr. John Brock was elected in 1987 for a four-year term as State Superintendent of Public Instruction in Kentucky. His official duties were altered by the Kentucky Educational Reform Act (KERA). Dr. Brock answers questions that include his role as superintendent, the background of KERA, and his advice to legislators in other states. (MLF)

By eliminating categorical labels traditionally assigned to students, staff, materials, rooms, instructional procedures, and behavior management practices and promoting teacher and student participation, the Winooski (Vermont) School District has moved away from a dual education system. Collaboration and teaming practices are the cornerstone of…

Describes a collaborative, five-year project in the southwest to develop and explore ways of overcoming school culture obstacles to restructuring. Discusses four promising interconnected conditions--group dialog, public mindfulness, "outsider" questioners, and dialog facilitators--using examples from the project school, which seeks to…

This paper offers educators of gifted students 10 recommendations for encouraging change in the context of the movement for educational restructuring and reform. These include setting high learning standards and expectations for all students, structuring new roles for gifted education personnel, and integrating gifted education with general…

Schools and their communities in Dallas (Texas) develop and implement a comprehensive plan to improve student achievement, provide training for staff members, and evaluate and modify the program as it progresses. The goal is to bring the whole school and community together to create a climate that helps children achieve. (MLF)

A group of volunteers formed a new school district in California, and the newly formed school board learned to leave management to the superintendent it had hired. (MLF)

Thanks to direct governmental intervention, the role of New Zealand princip1als has changed dramatically as to structural positioning, career path, and professional expectations. Implementation processes engaged principals in new national and local schooling aims and a new political climate for school administration. Principals' responsibility for…

Efforts toward excellence and effectiveness in school programs should be viewed as a powerful opportunity for gifted education. Gifted educators should work toward expanding receptiveness to lessons learned from organizational research on innovation and change, effectiveness, and improvement, and educators should recognize that gifted education…

Discusses the impact that Chancellor Joseph Fernandez has had on the New York City school system. Discusses his ideological beliefs, which include school-based management and accountability. Comments on Fernandez's personal style and how this has affected his relationships with teachers, parents, principals, and others involved in the educational…