Presents observations of a suburban high school, focusing mainly on the educational organization's use of time. Implications of the school's schedule are examined, followed by a discussion of the task of educating as perceived and defined in the school. Considers the study's implications for a model of educational organizations. (Author/JG)

Some organizations, such as the college or school, are by the nature of their enterprise, anarchic and, where this is so, attempts to retain predictability by strong boundary maintenance are irrelevant, since unpredictability is built into the organization. (Author)

Reviews research principles underlying site-based school management, including the National Committee for Citizens in Education's parameters. Outlines a Missouri school district's approach to site management, highlighting establishment of guidelines, team training, financial support, flexible staffing, and sense of ownership. (MLH)

Views school reorganization as best achieved through school-based management, featuring transformational leaders, school effectiveness teams, school strategic plans, school-site budgeting, and school performance reports. Describes a Dallas County (Texas) district's efforts to create a mission, review organizational structure, and adopt strategic…

Considered are the social and cultural issues that underlie the patterns of schooling, the assumptions and implications of curriculum languages for teaching mathematics, and the contradictory meaning of change and reform that underlie current efforts to improve instruction. (Author/PK)

Traditional school administrative policy often establishes the structure and organization of the school first; from this structure, the program and curriculum then follow. By contrast, a case study is offered of an educational change as support for the reverse sequence, whereby the school program can be the determiner of school organization. (CJH)

In "Time for Results" (1986), the nation's governors announced a new education reform agenda that develops and extends states' recent initiatives. This article discusses governors' progress since 1986, focusing on their Reconstruction of Schools Project to manage consultation, information sharing, and assistance to states. (MLH)

Argues for a school-centered renewal process making schools the target of improvement efforts and the site of professional inquiry and reflective practice to determine educational change. Examines the creation and use of knowledge, the nature of schools as organizations, and the lessons learned from experience. Includes 18 references. (MLH)

The literature on decentralization focuses on exchange of power and school reform. Rather than uncovering details of organizational processes, researchers attempted to impose inappropriate models upon them. Unable to explain how decentralization happens, they judged the process unsuccessful. Decentralization remains to be studied and understood.…

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)

Discusses ways school counselors can be agents of change in organizational behavior to promote organizational health in their schools. Defines organizational health and identifies 10 related dimensions. (ABB)

Examines the processes involved in resource based learning, especially the availability of resources, school structure, and teacher role. (HOD)

The phrase "community of scholars" contains a contradiction. Actions that strengthen the community weaken the scholarship and actions that strengthen the scholarship weaken the community. Continuing tradeoffs between community and scholarship produce many of the unique organizational properties that universities exhibit. (Author/MLW)

Teacher involvement in decision making at the secondary school level was studied to analyze when, to what extent, and in which issues teachers should be involved. Implications which may benefit school administrators are discussed. (DF)

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)