Synopsis
The author first examines the impetus for school reform by reviewing the classical arguments for organizational decentralization as well as more school-specific forces supporting reform. He then provides an overview of restructuring and discusses the reasons why the restructured schools movement represents a significant change in our thinking about education. Several chapters deal specifically with major components of educational restructuring, including work redesign, organization and governance structures, and educational processes. Finally, the author presents a critical examination of restructuring and the issues requiring further treatment as well as those factors that need to be addressed if change is to occur.
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Synopsis
The author first examines the impetus for school reform by reviewing the classical arguments for organizational decentralization as well as more school-specific forces supporting reform. He then provides an overview of restructuring and discusses the reasons why the restructured schools movement represents a significant change in our thinking about education. Several chapters deal specifically with major components of educational restructuring, including work redesign, organization and governance structures, and educational processes. Finally, the author presents a critical examination of restructuring and the issues requiring further treatment as well as those factors that need to be addressed if change is to occur.
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