By redeploying staff members and students so that teachers can concentrate on teaching students rather than "covering" classes, American high schools can reduce class size and foster a more productive learning environment. The "Copernican" reorganization plan features macroscheduling, individualized instruction, accommodation…

Organizing time into equal periods and moving at intervals from task to task is inefficient, yet most schools use this rigid scheduling method. Better ways of operating include the following: (1) teach required and elective subjects together; (2) devise double period seminars; and (3) combine back to back scheduling with team teaching. (VM)

Advocates a quantitative sociological approach to measuring curriculum differentiation and its effects. Research should combine survey with observational methods to examine measures of track organization and instructional activities that are sensitive to organizational and instructional conditions that differ across schools. (Author/BJV)

Education aims to enhance mental and moral growth and to prepare youngsters to improve the environment and quality of life for themselves and future generations. Whereas traditional educational practice separates basic learning functions into independently organized instructional units, tomorrow's school curricula must concentrate on the global…

Describes a retiring superintendent's efforts to dismantle factory-style schooling and empower teachers. The Santa Fe (New Mexico) Schools' teacher/principal management teams have already instituted interdisciplinary teaching and ungraded, multi-age elementary classes. The latest project involved empowering teachers to select the next…

This article examines the unique organizational structure of middle schools and the historical context leading to their development. A true middle school is described as providing personalized curricula for the learning needs of diverse learners through use of problem-oriented interdisciplinary teams and flexible grouping practices. (JDD)

Reports on a study of student characteristics and the school organization to confirm the findings of previous studies on the importance of individual characteristics to track placement. Concludes that systematic differences among schools suggest that track placement is more complex than previous research has shown. (CFR)

Traces the history and development of education in classical Judaism. Explains that the Jewish community bore responsibility for establishing local schools, providing teachers, and financial aid to students. Suggests that placing educational policy formulation into the hands of a group of citizens is one of Judaism's contributions to educational…

Trends in higher education in the United Kingdom are analyzed in the context of organizational changes that will abolish the policy distinguishing polytechnic institutions and universities. The article examines historic concerns with the relationship of higher education to needs of the economy, and changes that suggest increased emphasis on…

Teachers in six rural Saskatchewan schools were interviewed and observed over a four-month period during implementation of core curriculum policy. The least teacher resistance to change was found in schools with the most communication and teacher collaboration and the least direct control by principals. Contains 33 references. (SV)

The Carnegie structure, involving seven-period days and nine different locations daily, is an ineffective system. The Copernican plan changes school scheduling by lengthening instructional periods for fewer and smaller classes. The system should improve teacher-student relationships, lighten workloads, and introduce innovative evaluation and…

The rhetoric of current blueprints for (Australian) school reform must be scrutinized to ensure a power redistribution furthering improved outcomes for more students, particularly the least advantaged. A desirable social justice outcome might be achieved through blending equality aspects ensured by the old centralized system with the progressive…

Compares Canadian and British models of the provision and practice of part-time forms of higher education. Examines historical context, part-time enrollments, institutional organization, funding, course characteristics, and student characteristics. Contrasts these two systems with those in western European countries, the United States, and…

Presents responses of approximately 16 principals in Halifax City School District (Nova Scotia) who were interviewed to elicit their personal professional opinions regarding scheduling of classes in the library, the concept of cooperative program planning, the adjustment to flexible scheduling and its inherent difficulties, and the type of staff…

Examines two variables affecting multicultural schools: teachers' attitudes and professional knowledge about students' languages and cultures; and the linguistic/cultural diversity of the children. Compares bilingual schooling and school organization for second-language teaching in multicultural contexts. Describes successful practices, including…