School Reform Models (2000)

Page Contents

A      B      C      D      E      F      G      H      J      K      L      M      N      O      P      R      S      SS      T      V      W      Y      Z

A

Aguilera, Linda, Crane, Patti, Hamer, Mariann, Morrison, Melissa, & Serrano, Dina (1998). Comer Schools: Are They Recognizable through Direct Observation? (ED420925) The Comer School Development Program is a reform model aimed at creating a positive school climate. Research has confirmed that specific Comer characteristics, such as an orderly, well-maintained facility, classroom diversity, and staff friendliness, can be observed. This study uses the Comer Visitor Observation instrument to determine whether positive climate can be observed. Data from nine elementary schools (three high- implementing, three low-implementing, and three control) in the San Diego Unified School District showed that climate definitely varied among schools. The schools were observed by five different researchers unaware of each school's status. Findings indicated that schools could be correctly identified as high, low, or control through direct observation. When Comer surveys and Comer Visitor Observation instruments were distributed to parents, teachers, and staff, their responses did not correlate as highly as researchers' direct observations. From these mixed results, it is important to realize that school climate fluctuates yearly, due to variables such as administrative support, influx of new teachers not trained in the Comer School Development Program, and lack of on-going training. High-implementing Comer schools that continue to educate parents, staff, and students have a better chance for maintaining a desirable, achievement-oriented school climate. Included are tables and sample study questionnaires. Contains 7 references and a 14-item bibliography. (MLH)

Aguirre, JoAnn Kawamura (1998). Pio Pico: Breaking the Culture of Silence. (ED419884) This qualitative study explored the presence of community voice in a newly structured inner-city elementary school in Santa Ana (California). Nearly every family at Pio Pico Elementary School lives below the poverty level, and Spanish is the primary language of 90% of the residents, with most families being of Mexican or Central American origin. However, from its inception as a model demonstration school, Pio Pico has been a school in the cutting edge of educational reform. This study shows what makes Pio Pico a success. The school, which opened as a restructuring school, is a demonstration school for the district's bilingual education program, and is a Professional Development School in collaboration with the University of California, Irvine. The school gives voice to its community largely because of the efforts of the principal; a woman who is committed to the community and to the acceptance of the diversity of the students and awareness of their cultural heritages. The full-inclusion school serves about 900 students on a year-round schedule of 4 cycles, with 13 teachers per cycle. Parent participation is very high at Pio Pico, where parental concerns receive constant attention. The school has sponsored neighborhood cleanups to combat drug and gang activity. Community voice is strengthened by collaborative partnerships with many organizations, but it is the democratic leadership of the principal that is the key to the school's success. (Contains 15 references.) (SLD)

Allen-Haynes, Leetta (10 Nov 1993). Using an Accelerated Schools' School-University Partnership To Inform Change in a College of Education's Teacher and Administrator Training Programs. Draft. (ED372055) This paper summarizes a case study of an educational reform strategy involving the development of a school-university partnership in which the university was a member of the National Accelerated Schools Network. The Accelerated Schools model builds on strengths, emphasizes agenda and resource sharing, and institutionalizes the school-university collaboration process. The Accelerated Schools model implies that genuine and lasting educational renewal and change can result from a system of educational organizational development and research which can impact both the present practice and the training of future teachers. The case study, which used John Goodlad's "ideal partnership paradigm" as the conceptual framework, revealed the potential for changing education by linking school-level realities to college of education teacher and administrator preparation programs' pedagogy and practices. The study also revealed that the establishment of a mutual goal, rather than involvement in a particular project, provided the primary impetus for the partnership's development. Four separate stages of the partnership could be identified, to which four separate sets of role relations and expectations were attached. (Contains 60 references.) (JDD)

Anderson, Charlotte C., Ed., & Naylor, David T., Ed. (1991). Law-Related Education and the Preservice Teacher. Proceedings of a Working Conference (Cincinnati, Ohio, April 21-23, 1988). (ED342698) Evolving from a working conference, this volume examines three areas basic to preservice teacher preparation. Specifically, the conference explored (1) the literature and research that informs and supports law-related education; (2) the knowledge, skills, and abilities that teachers need in order to teach law-related education effectively; and (3) the access points and strategies for making law- related education an integral part of preservice teacher education. The following papers are included: "Making LRE an Integral Part of Preservice Teacher Education Programs" (D. Naylor); "Lessons about Teacher Training" (L. Arbetman); "The Challenge of Teacher Education Reform" (H. Gideonse); "Civic Competency: A Natural Nexus with Law-Related Education" (J. Nelson); "Using Law-Related Education to Facilitate Students' Learning in Critical Thinking" (F. Rogers); "School Climate: Research Insights for the Education of Social Studies Teachers" (M. Hepburn); "LRE and Delinquency Prevention: Implications for Preservice Education" (R. Hunter); "Law-Related Education Research: Curriculum, Teaching, and Learning" (D. Skeel); "What Do Secondary School Teachers Need to Know?" (S. Rose); "Knowledge Base for Preservice Education Teachers of Law-Related Education at the Middle School Level" (C. Butler); "Citizenship Education in Elementary Schools: Preparing the Classroom Teacher" (A. Gallagher); "A Law-Related Approach to Foundations of Education" (L. Fischer); "Law and the Preservice Curriculum: A Proposed Curricular Model" (E. Walter Miles); "Law-related Education: The Link with Clinical Experiences in Teacher Education" (P. Maxey Fernlund); and "LRE in Elementary Social Studies Methods Textbooks and Courses: Perspectives, Issues, and Recommendations" (D. Naylor). (DB)

Anderson, Lowell D. (Nov 1992). Relationship of Technology Education to Tech Prep. (ED354323) With increased global competition, it is imperative that secondary school programs be reformed so as to be able to turn out productive workers having basic skills in reading, writing, and mathematics and the ability to solve problems and learn new information. One proposed reform, tech prep, can be defined as a technical education alternative to the college preparatory program articulated with a two-year postsecondary associate degree program. The tech prep program should run parallel to the college preparatory program, it should build an advanced skills technical education, and it should incorporate real-life applications of the curriculum using a competency-based approach designed to provide employability skills. Many different models of tech prep have been proposed, such as the Center for Occupational Research and Development's Tech Prep/Associate Degree program, which encompasses kindergarten through lifelong learning; the Perkins Act model; and the Indiana model. Several delivery systems for tech prep can be synthesized from these approaches. Although technology education would be assumed to be a part of tech prep, the literature does not support this position. Therefore, technology educators must make an aggressive effort to be included in tech prep. Nine propositions for the relationship of technology education to tech prep should be considered as the tech prep model is developed. (Contains 26 references.) (KC)

Anson, Ronald J., Ed. (Sep 1994). Systemic Reform: Perspectives on Personalizing Education. (ED376557) The eight papers collected here bring to bear a complex set of perspectives on a common problem: how to make education more effective now and in the future. The papers speak to the need to understand education as an individual-driven, learner- centered activity. Following Ronald J. Anson's introduction called "Personalizing Systemic Reform," the papers include the following: (1) "Coordinating Top-Down and Bottom-Up Strategies for Educational Reform" (Michael G. Fullan); (2) "Change Has Changed: Implications for Implementation of Assessments from the Organizational Change Literature" (Suzanne M. Stiegelbauer); (3) "Time for Teachers in School Restructuring" (Joseph Cambone); (4) "New Boundaries for School-Based Management: The High Involvement Model" (Priscilla Wohlstetter, Roxane Smyer, and Susan Albers Mohrman); (5) "Teachers' Professional Development in a Climate of Educational Reform" (Judith Warren Little); (6) "Realizing the Promise of Technology: The Need for Systemic Reform" (Jane L. David); (7) "Bringing Schools and Communities Together in Preparation for the 21st Century: Implications of the Current Educational Reform Movement for Family and Community Involvement Policies" (Patrick M. Shields); and (8) "Research Knowledge and Policy Issues in Cultural Diversity and Education" (Roland G. Tharp). References accompany each chapter. (LMI)

B

Buchanan, Aaron D., & Hafner, Anne L. (Apr 1991). Current Research on National Systems of Education Indicators: Potential Benefits for School-Based Management. (ED342134) To remain competitive in the international marketplace, the United States will have to recommit to a new era of educational reform. Students must be pushed to reach higher expectations, and the U.S. educational system must find an efficient and centralized mechanism to measure national progress in education reform. This document describes the current trends in the development of indicators designed to measure educational progress. Several specific problems with indicators are targeted, such as: accommodating federal, state, and district information; effectively processing this information; and dealing with the excessive cost of creating and maintaining a national database. All the recommendations for new indicator systems feature some version of an input, process, output model that flows from characteristics of the community and the population served, through characteristics of the school itself, to characteristics of learner outcomes. Student achievement is the primary outcome. This document shows several simple models for indicator systems and discusses how to transform the models into indicators, the indicators into data, and the data into information. The last section addresses national projects to develop indicators, the burdens and benefits these projects have on local schools, and the effects these projects have on the future of education. (30 references) (LAP)

Burnett, I. Emett, Jr., & Pankake, Anita M. (Nov 1990). The Effective Elementary School Principal: Theoretical Bases, Research Findings and Practical Implications. (ED333591) Although much of the current school reform movement relies on the basic assumption of effective elementary school administration, insufficient effort has been made to synthesize key concepts found in organizational theory and management studies with relevant effective schools research findings. This paper attempts such a synthesis to help develop a clearer concept of elementary school principalship effectiveness. Following some definitions of key terms, the paper presents several concepts from organizational/management theory, including the Getzels-Guba Model of Organizational Social System Functioning, Maslow's Hierarchy of Human Needs, and Glickman's Paradigm of Teacher Categories. These concepts are then correlated with relevant effective schools research findings, such as Edmonds's five correlates, Purkey and Smith's nine characteristics of effective schools, Salganick's profile of the strong principal, and Dwyer's characteristics of effective principals. Finally, some mnemonics for elementary school principal effectiveness are outlined. (24 references) (MLH)

Butler, E. Dean, & Others (Apr 1990). The PATS Project: A State of Tennessee School Reform Initiative. (ED332294) The first-year results of a Tennessee college-school partnership program to implement a data-based school improvement change modelthe Positive Attitudes in Tennessee Schools Project (PATS)are summarized in this report. Two major goals of the first year (1989-90) included assessing and improving school climate and enhancing student and teacher self-esteem. Faculty from 6 state higher education institutions were paired with 41 participating schools, which included 4 special, 20 elementary, 6 middle/junior high, and 11 senior high schools, to monitor their development. Longitudinal research was conducted to determine the influences on school and classroom climates resulting from school improvement initiatives and to assess the differential impact of changes on a number of dependent variables. Instruments included the Tennessee Classroom Climate Inventory (TCCI), Tennessee School Climate Inventory (TSCI), Self Concept as a Learner-Revised (SCALR), and a teacher self-esteem assessment. Findings indicate overall positive assessments of the schools' instructional programs, but widespread student dissatisfaction in the areas of participation and classroom interaction. Findings also point to variations existing between schools and communities. Generally, students reported stable academic self-images, but differed in their perceptions of classroom climates. Appendices include state training tables, school and classroom climate tables, self-concept as learner tables, and a summary of student data. (35 references) (LMI)

Butler-Williams, Lydia A., & Kpo, Wolandyo (Apr 1990). A Study of Teachers' Attitudes toward School Reform. (ED324774) The study summarized in this report explored the attitudes of 320 teachers employed at three ethnically diverse high schools selected to pilot the Model Schools Project during the 1988-89 school year. The survey was returned by 164 teachers. The researcher-developed study questionnaire elicited attitudes toward school reform, perceptions of the Illinois School Reform Act in general, and policy changes directly affecting classroom teachers. The attitude scale generated measures on two constructs: endorsement of school reform and anxiety about the specific policy changes. Several analyses (the independent T-test, pairwise comparisons, and polarized categorizations) were employed to evaluate the effects of teacher characteristics on the endorsement and anxiety scales. Teachers generally appear to have low endorsement of the School Reform Act and some anxiety about the proposed policy changes. The most experienced teachers were the most anxious and had the lowest endorsement for the reform bill. Teachers directly involved in the school's pilot of a school-based management model had significantly greater endorsement and expressed lower anxiety than nonparticipants. Conclusions and implications of teachers' low endorsement/low anxiety attitude profiles are discussed. (11 references.) (MLH)

Bamburg, Jerry, & Isaacson, Nancy (Apr 1991). A Conceptual Model of the Instructionally Effective School: Confronting the Whys, Whats and Hows. (ED333533) Although the "what" of schooling has become clearer through a convergence of research findings, educators still do not understand the "hows" of effectively using that knowledge to make necessary changes. This paper's objectives are to argue the necessity of fundamental changes in the patterns of schooling (the "whys") and to present a conceptual model of an instructionally effective school. This model contains two elements (the "whats" and the "hows") essential for creating schools that will ensure optimal effectiveness for all students. The imperative for school reform is grounded in three perspectives: economic, sociopolitical, and moral. The instructionally effective school model is driven by the central shared belief that all children can learn. Around this belief (mission), as a chart illustrates, are four domains of knowledge: (1) the design, implementation, and evaluation of the curriculum; (2) instructional strategies; (3) effective schools research; and (4) theories of change. Surrounding the knowledge domains are the processes empowering educators to transform goals and beliefs into reality, including collaborative decision-making models, effective interpersonal communication skills, problem-solving strategies, conflict management strategies, and caring for each other as adults. The interrelationships of these components, as well as barriers to collaborative processes in schools, are discussed in detail. (37 references) (MLH)

Barnett, W. Steven, Ed., & Boocock, Sarane Spence, Ed. (1998). Early Care and Education for Children in Poverty: Promises, Programs, and Long- Term Results. SUNY Series, Youth, Special Services, Schooling, and Public Policy and SUNY Series, Early Childhood Education. (ED417265) A major objective of this collection is to involve researchers in a wide range of disciplines who share an interest in the long-term effects of early childhood education on poor children and their families. The book begins with a series of reviews that provide general overviews of research on the long-term effects of early childhood education. The focus shifts from research reviews to assessments of specific interventions or programs. The last three chapters discuss the formation and implementation of policy regarding early childhood education. The following papers are included: (1) "Long-Term Effects of Cognitive Development and School Success" (W. S. Barnett); (2) "Long-Term Outcomes in Other Nations" (S. S. Boocock and M. Larner); (3) "Preschool Program Quality in Programs for Children in Poverty" (E. C. Frede); (4) "Regenerating Two-Generation Programs" (R. G. St. Pierre, J. I. Layzer, and H. V. Barnes); (5) "The Effects of Welfare Reform on Teenage Parents and Their Children" (J. L. Aber, J. Brooks-Gunn, and R. Maynard); (6) "Early Childhood Programs and Success in School: The Abecedarian Study" (F. A. Campbell, R. Helms, J. J. Sparling, and C. T. Ramey); (7) "How Preschool Education Influences Long-Term Cognitive Development and School Success: A Causal Model" (W. S. Barnett, J. W. Young, and L. J. Schweinhart); (8) "Economic and Social Disadvantages of Young Children: Alternative Policy Responses" (D. J. Hernandez); (9) "Equity-Efficiency Tradeoffs and Government Policy in the United States, the Netherlands, and Sweden" (S. S. Gustafsson and F. P. Stafford); and (10) "Culture Clash: Translating Research Findings into Public Policy" (A. Zervigon-Hakes). Each chapter's references are listed in the "References" section, which contains multiple references. (Contains 28 tables and 11 figures.) (SLD)

Bentley, Carol L. (Oct 1990). America's First Corporate Public School: Model for Education Reform? (ED333536) In September 1988, the Corporate Community Schools of America (C/CSA) opened its first model school in Chicago's North Lawndale, an innercity neighborhood scarred by deprivation, violence, and hopelessness. After briefly describing the school's laboratory approach, this report defines C/CSA's philosophy, goals, and educational plan and refers to research supporting the C/CSA model. The C/CSA is a not-for-profit coalition of business executives, community leaders, and concerned educators working together to reform U.S. urban public education. The C/CSA educational plan differs from the usual school-business arrangements by focusing on preschool, kindergarten, and elementary school instead of job training; facilitating corporate, educator, and community participation on boards; providing ongoing financial commitment; and participating with key groups in urban reform efforts. The plan's benefits include focusing resources effectively, taking full advantage of corporate expertise, and facilitating a systemwide impact in education. The North Lawndale school serves predominantly Afro-American and Hispanic students, operates year-round (except for 3 weeks in August), is open from 7 a.m. to 7 p.m. daily, and provides breakfast, lunch, snacks, and transportation as needed. The school's philosophy is that all students can be powerful lifelong learners. Founding principles, including the necessity for a strong principal, are described, along with the sound, performance-based management techniques used to ensure success. Implications and 1989-90 goals are also discussed. (MLH)

Boe, Erling E. (Apr 1990). The Entrepreneurial Restructuring of Public Education: School Incentives and the Merit School Component. (ED323611) The findings of a pilot study of Pennsylvania's School Performance Incentive (SPI) program are presented in this report. School level incentive policies as elements of the entrepreneurial context of educational restructuring and an organizational model for an incentive-based merit system are also discussed. The study examines the effect of SPI on school outcome measures upon which monetary rewards were contingent and on school personnel behavior. Test performance data from 2,584 schools and dropout rates of 1,132 schools that qualified and did not qualify for rewards were analyzed by year. Personal and telephone interviews with teachers, principals, and superintendents in 13 elementary and secondary schools were also conducted. Analysis of performance data found no evidence of an incentive effect on school performance measures and/or on personnel behavior. Interviews indicated that SPI outcomes may be due in part to insufficient information dissemination and communication and to attitudes of disinterest and hostility. It is concluded that two of the three state program goals have been achieved: annual cash rewards for significant educational improvement; and improved collegial participation, but that the third goal, further school performance improvement, has not been achieved. Comprehensive research, organization, and favorable political attitudes are needed for successful reform initiation. An attached article describes an incentive-based merit system model. Tables and a list of 18 references are included. (LMI)

Bolman, Lee G., & Others (Feb 1990). Re-Thinking School Leadership: An Agenda for Research and Reform. NCEL Occasional Paper No. 1. (ED332339) This document presents a basic model of the relationship between leadership, situation, and outcomes. Following a discussion of questions on the nature, origin, and future significance of good school leadership, the conceptual, empirical, and practical tasks of a systematic approach to school leadership are explored. Multiple constituents, school structure, and the technology of instruction are described as three features of public schools that must be recognized in designing a research strategy. The influence of changing social problems, public problems, demographics, fiscal constraints, student populations, and expectations on school leadership is discussed. Next, conceptions of leadership are explored in terms of: (1) the significance of school contextual variables; (2) the relational nature of leadership; and (3) the difference between leadership and position. Last, our current understanding of educational leadership is summarized through a review of related literature, and needs related to promoting good school leadership are discussed. (113 references) (CLA)

Bond, Linda, & Others (1993). Surveying the Landscape of State Educational Assessment Programs. EdTalk. (ED367664) This publication explores the relationship between state systemic reform initiatives and state student assessment programs using a database established by the North Central Regional Educational Laboratory and interviews with state assessment directors in California, Indiana, Maryland, Michigan, Texas, and Vermont. States throughout the country are actively pursuing systemic educational reform. The survey and interviews reveal that states approach the development of new or revised assessments in the following ways: (1) developing totally new assessments to accompany new goals; (2) reconfiguring or supplementing existing assessments; (3) revising traditional assessment instruments and raising standards; and (4) leaving assessment development to local school districts. The first three approaches are highlighted in this discussion. It appears that there is not a single best model for state assessment and that innovation should be supported and encouraged. Assessment and reform efforts should foster the same goals, and teacher involvement is essential. Quick fixes will not be the answer. If states change assessment without changing instructional practices, there is little likelihood of improved student performance. Appendixes contain a glossary and an overview of assessment practices. Two tables present survey information. (Contains 14 references.) (SLD)

Bowman, James, Ed., & Menzel, Donald, Ed. (1998). Teaching Ethics and Values in Public Administration Programs: Innovations, Strategies, and Issues. SUNY Series in Public Administration. (ED415757) The 17 chapters in this book consider innovations, teaching strategies, and issues in ethics instruction for professional and graduate programs in public affairs/administration. Following an introductory chapter which summarizes data reported in a 1995 national survey of 138 graduate departments of public affairs/administration, chapter titles are: "The Rhode Island Ethics Project: A Model for Integrating Ethics into a Master of Public Administration Program" (Alfred G. Killilea, Lynn Pasquerella, and Michael Vocino); "Using an Ethics Matrix in a Master of Public Administration Program" (Dalmas H. Nelson and Peter J. Van Hook); "Reinventing the Master of Business Administration Curriculum: Integrating Ethics, Law, and Public Policy" (Dennis Wittmer, John Holcomb, Bruce Hutton, and Donald R. Nelson); "An Outcomes-Centered Approach to Teaching Public- Sector Ethics" (David T. Ozar); "Citizenship and the Policy Professional" (Jeffrey Mayer and Robert Seidel); "Teaching Professional Ethics: Addressing the 'Algorithmic Thinker'" (John G. Pomery); "The Hyppolytus, Public Administration, and the Need for Prudence" (Henry T. Edmondson III); "Using Codes of Ethics in Teaching Public Administration" (Jeremy F. Plant); "Teaching Public and Private Sector Ethics: Some Fundamental Differences and Surprising Similarities" (Robert W. Smith); "Ethics Workshops in State Government: Teaching Practitioners" (William D. Richardson, Lloyd G. Nigro, and Ronald L. McNinch); "Ethics, The Academy, and Part-Time Civic Leaders" (Louis C. Zuccarello); "Ethics Education in Municipal Government: It Does Make a Difference" (Willa Marie Bruce); "Postmodernity, Reform Fads, and Program Management: Presumptive Consequentialism vs. Discourse Ethics" (Charles J. Fox); "The Ethics of Faculty-Student Relations: Identifying Boundaries" (Marcia Lynn Whicker); "The Ethics of Graduate and Professional Advising" (George H. Cox, Jr.); "Ethical Principles for Public Administration Research" (Jerry Mitchell); and "The Ethics of Consulting in the Public Administration Academy: Mapping a Black Hole" (Thomas H. Roback). (Individual chapters contain references.) (SW)

Boyle, Robert A., & Skopp, Lori (1998). Teachers as Inquirers: Constructing a Model of Best Practice. (ED417981) This paper reports on a study of inquiry and teacher development in a middle school science reform project. A model was developed that examined the dialectical interaction between teachers' concerns about their classroom practice and the culture of their professional setting, the school. This model sees the interaction of these two concerns as a zone of proximinal development for teachers. An examination of the literature shows support for how this model can explain both the successes and the breakdowns that occur in this zone. The project, Scientific Process, Practice, and Presentation: Applying Resources and Knowledge (SPARK), is the source of the data for this study. The goal of SPARK is to promote and support systemic change within middle schools in terms of teacher practice, student activity, and school culture. Contains 18 references. (DDR)

C

Corrigan, Dean C., & Mobley, William H. (Sep 1990). Educational Reform Agenda and Partnerships. (ED325037) Major factors contributing to the crisis in United States education are summarized, including poverty, changes in the American family, child abuse, changes in the ethnic composition of schools, increasing global competition, decline in traditional student performance measures, crisis in mathematics and science, shortages of teachers, shift in the make-up of the work force, the dropout situation, and intergenerational interdependence. The educational reform movement is discussed, both historically and with its current emphases on teacher empowerment, restructuring schools as centers of inquiry, allowing a "bottom-up" strategy for change, and establishing accountability for results. Texas A & M University's response to the crisis is then described. It involves the creation of Commitment to Education (CTE), a task force for initiating new solutions to education and education-related issues. CTE fosters collaboration among schools, business/industry, and universities to achieve more effective use of resources and talents. Lessons learned from such collaborative ventures include an understanding of the complexity of collaboration and the importance of clearly defined values. The land-grant university system is recommended as a model to bring about the educational reforms needed, by fostering and implementing educational research and development as accomplished in the fields of agriculture and engineering. Includes 41 references. (JDD)

Crisan, Alexandru (1992). Curriculum Reform in Romania. (ED371966) This document defines curriculum reform in Romania as the elaboration and progressive setting up of a new educational paradigm unaltered by the outlooks and consequences of the Communist era. Although the strategic and technical aspects of implementing the new reality are still at the stage of advanced working hypotheses, the essential objective and long-term target of the reform is giving up the centralist-demagogic model of education, and the gradual passing to an essentially realistic and dynamic model, flexible and fully adapted to present and future changes of the society. Viewing educational reform as primarily curricular reform, the document is organized in 2 sections. The first section offers a brief but comprehensive image of present and future problems Romania is facing in the field of curriculum development during the transition period. This section discusses the school system; teacher education; and documents, institutions, and decision making in curriculum development. The second section has a more theoretical background and provides elements concerning conceptual tendencies and the priorities for a future strategy of curriculum development as part of the larger pedagogical reform. This section deals with aspects of the relationship between present and future research and curriculum development, focusing on 3 types of problems: (1) research as a source in elaborating the concept of curriculum reform; (2) defining a new strategical model; and (3) priorities for the future. Contains 12 references. (DK)

Cuban, Larry (1997). Change without Reform: The Case of Stanford University School of Medicine, 1908- 1990. American Educational Research Journal, 34, 1, 83-122 Spr (EJ545452) The nine-decade history of the Stanford University of Medicine (California) and its history of teaching human anatomy illustrate the recurring processes of curricular and instructional reforms in medical education and the ways in which these reform efforts do not disturb the traditional preclinical/clinical model of medical education. (SLD)

Caldwell, Brian J. (1997). Local Management of Schools and Improved Outcomes for Students. (ED418506) The nature of direct and indirect effects of local management of schools (school-based management) on learning outcomes for students has remained elusive. The findings from a 5-year longitudinal study of the "Schools of the Future" reform in Victoria, Australia, are reported in this paper. The Victoria system is the largest public school system anywhere to have decentralized as much as 90 percent of its budget to the local level. An examination of the last two of six statewide surveys of principals using structural equation modelling revealed a relatively stable model that demonstrates these effects. Specifically, principals who report curriculum and learning benefits tend to be those who reported benefits in other domains, including the capacity to select staff, increased flexibility in the use of resources, and the involvement of community. Although the analysis relies on perceptions rather than student achievement data, the emergence of a stable model that explains direct and indirect effects of elements of Schools of the Future on outcomes in curriculum and learning is considered to be a valuable finding and should lay the groundwork for comprehensive case study research. (RJM)

Cantlon, Danise, & Others (Jan 1990). The Interplay between State and District Guidelines for Curriculum Reform in Elementary Schools. Elementary Subjects Center Series No. 13. (ED317525) Curriculum guidelines are initiated at both state and district levels. This paper explores the interplay between curriculum policies designed at the local level and those developed at the state level by examining the policy environments in two districts each in Florida, Michigan, and California. The authors suggest that two types of interactive models define the state-district relationship: (1) district autonomy/compromise; and (2) district compliance/augmentation. Districts that adopt the district autonomy/compromise model have sufficient resources and commitment to design their own independent curriculum guidelines focusing on local needs and priorities. In contrast, districts that use the compliance/augmentation model generally implement state-level policies yet sometimes go beyond these recommendations with district-devised initiatives. (Author)

Carpenter, Thomas pp. Others (1996). Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction. Elementary School Journal, 97, 1, 3-20 Sep (EJ531345) Suggests that children enter school with a great deal of informal intuitive knowledge of mathematics that can serve as the basis for developing much of the formal mathematics of the primary school curriculum. Describes a research-based model of children's thinking that teachers can use to interpret, transform, and reframe their informal or spontaneous knowledge about students' mathematical thinking. (AA)

Castle, Shari, & Others (Apr 1990 ). Linking Resarch and Practice for Site-Based School Renewal. (ED321402) An analysis of the IBM/NEA Mastery in Learning (MIL) school renewal system, an electronic network that involves school faculties in collegial interaction with researchers and other educators in school reform, is the purpose of this paper. Developed by IBM (International Business Machines) and NEA (National Education Association), the MIL is a site-based, faculty-led reform in which 26 schools participate nationwide. Although local faculties design their own agendas, the MIL project design specifies standard phases of implementation. Specific research questions are concerned with assessing changes in program use and content, the influence on interaction between research and practice, and the impact on school reform. Data were collected from computer log files, printouts of network papers, and telephone interviews with 44 focal participants. Conclusions point to the need for local support, an organized network structure, improved time and access, provision of participant incentives, and attention to substance. Computer network systems provide the "medium" for activities; however, they must meet participants' needs and support their work. Appendices include statistical tables of the data, a model of the school renewal computer network research design, and a copy of the survey instrument. (18 references) (LMI)

Christensen, Georgia (Apr 1992). The Changing Role of the Administrator in an Accelerated School. (ED354594) The roles and attitudes of public school administrators change as their schools become involved in the Accelerated School project. Traditional definitions of a principal's rolesetting goals, leadership, decision making, improvement of teaching and learning, instructional management, staff supervisor, and home- school-community relationsare changed by the Accelerated Schools model. Accelerated Schools traditionally are schools with high concentrations of "at- risk" students that set high expectations for all students and believe all students have a right to enter the educational mainstream. The governance structure of an Accelerated School is three-tiered. Cadres, which include staff, students, parents, and community members, report on problems to a Steering Committee. The School-As-A-Whole (SAW), which includes all parties, makes final decisions. Seven school administrators in the San Francisco Bay Area were interviewed about how they viewed their roles before and after adoption of the Accelerated Schools program. Also, the administrators were asked how the transition could have been made easier. In conclusion, organizational change taking place under school reform results in administrative change, and these changes are a continuous process. The appendixes provide three figures, the interview questions, and a summary sheet. (Contains 84 references.) (JPT)

Cleary, Michael J., & Lowing, Lawrence F. (1990). Toward Building Defensible Extended Programs: Challenging the Assumptions of Educational Reform. Journal of School Health, 60, 10, 487-92 Dec (EJ425089) Uses research findings to challenge assumptions and myths about teacher education and educational reform, focusing on health education. Trends in accreditation by the National Council for Accreditation of Teacher Education and alternative certification are analyzed. One possible extended six-year preparation program model is offered. (Author/SM)

Cleminson, Andrew (1990). Establishing an Epistemological Base for Science Teaching in the Light of Contemporary Notions of the Nature of Science and of How Children Learn Science. Journal of Research in Science Teaching, 27, 5, 429-45 May (EJ417231) Examined are two aspects of science educationthe nature of science and curriculum reform. Contemporary views on the tentative nature of science and a generative model of learning are synthesized. (KR)

Cobb, Casey, & Quaglia, Russell J. (Apr 1994). Moving beyond School-Business Partnerships and Creating Relationships. (ED374545) This paper describes the various types of school-business partnerships that exist in rural America. Data were derived from an extensive review of literature and limited field observations and interviews. Findings indicate that little formal research has been conducted on reform-model, school-business partnerships. Two strands of thought regarding the organizational and personal interactions between schools and businesses are identifiedthe partnership domain and the relationship domain. The partnership domain is characterized by a static process, a well-defined organizational structure, a focus on organizational needs, insulation from self-evaluation, a defined power base, one-way benefits, and status-consciousness. The relationship domain has the following traits: a dynamic process, an organizational structure based on interpersonal relationships, a focus on meeting individual needs, self-examination, multiple power bases and benefits, and a task orientation. (LMI)

Cody, Ann (1996). The Dynamics of a Royal Commission in Political Innovation: A Case Study of Structural Reform of Denominational Education. International Journal of Educational Reform, 5, 2, 169-78 Apr (EJ525972) Uses a case-study approach based on Mazzoni's 1991 "Political Initiation of Policy Innovation" model to examine the politics of Newfoundland's 1990 Royal Commission on Education, as it attempted to reform the province's denominational education system. Mazzoni's linear model was successfully modified to reflect ancillary economic, structural, ideological, and environmental concerns. (19 references) (MLH)

Cohen, David K., & Hill, Heather C. (1998). Instructional Policy and Classroom Performance: The Mathematics Reform in California. (ED417942) Educational reformers increasingly seek to manipulate policies regarding assessment, curriculum, and professional development in order to improve instruction. It is assumed that manipulating these elements of instructional policy will change teachers' practice which will then improve student performance. These ideas are formalized into a rudimentary model of the relations among instructional policy, teaching, and learning. This report proposes that successful instructional policies are themselves instructional in nature because teachers figure as a key connection between policy and practice. Their opportunities to learn about and from policy are a crucial influence both on their practice and, at least indirectly, on student achievement. Using data from a 1994 survey of California elementary school teachers and 1994 student California Learning Assessment System (CLAS) scores, the influence of assessment, curriculum, and professional development on teacher practice and student achievement is examined. Results bear out the usefulness of the model in proving that under identified circumstances, policy can affect practice and both can affect student performance. Contains 28 references, 3 appendices, 11 data tables, and endnotes. (Author/NB)

Cohen, David K., & Hill, Heather C. (1998). State Policy and Classroom Performance: Mathematics Reform in California. CPRE Policy Briefs. (ED418842 Available from: Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325.) During the last decade, many states have tried to devise more robust and coherent instructional policies in an effort to make teaching and learning more thoughtful and demanding. As instructional policy has moved to the top of many state education agendas in the past 10-15 years, interest in the relationship between policy and practice has grown. This document reports on findings from a study that addresses these relationships. Data used in this study were collected from a 1994 survey of California elementary school teachers to probe the classroom effects of state efforts to reform mathematics teaching and learning. A rudimentary model of the relationship between policy and practice is developed. This report begins with a review of the California reform, describes the research approach, and discusses the major findings. Findings included: (1) learning opportunities varied among teachers; (2) certain types of learning opportunities influenced practice; (4) CLAS (California Learning Assessment System) tests had a limited influence on practice; (5) CLAS as learning opportunity had a wider influence on practice; and (6) certain teacher learning opportunities affected student achievement. (ASK)

Cole, Cassandra McCrory (1992). Collaboration: Research and Practice. CASE Information Dissemination Packet. (ED358653) In this information packet for special education administrators, the literature on collaboration between regular and special educators is reviewed, issues relative to the implementation of collaboration are discussed, and eight model sites are described. After an introduction, distinctions between collaboration and consultation are drawn. Key principles of collaboration (complementary instruction, team teaching, and supportive learning activities) are considered, as are benefits of collaborative teaching (e.g., utilization of complementary teaching strengths) and potential barriers (interpersonal problems, traditional school structures, traditional attitudes regarding the dual systems of special and general education, and administrative mandates which violate the essential voluntariness of collaboration). The following issues in program development and implementation are specifically addressed: (1) time, (2) grading, (3) individualized education programs, (4) staff development, (4) curriculum accommodation and instructional modification, (5) teacher education programs, (6) reform issues, and (7) funding. Finally, programs at the following locations are described: Bakersfield (Vermont); Bloomington (Indiana); Redmond (Washington); Boulder (Colorado); Holt (Michigan); Littleton (Colorado); Albuquerque (New Mexico); and Gaithersburg (Maryland). Appendices include: a listing of responsibilities of both regular and special educators; definitions of various integration models; a sample format for integration model contracts; and sample elementary report card formats. (Contains 46 references.) (DB)

Conroy, Carol A., & Bruening, Thomas H. (1994). School Subcultures as Factors Affecting Technology Refusal: An Examination of Applied Academics Implementation in Pennsylvania and Resulting Implications for Agricultural Teacher Education. (ED385735) A study examined technology refusal within the context of applied academics and, specifically, the applied biology and chemistry curriculum used in Pennsylvania. It identified school cultural factors that acted as barriers to technology implementation and developed a framework for inservice education of secondary agricultural and science educators who would teach applied biology and chemistry. A literature review provided information on school organization and the various subcultures within the school: overall culture of the school, teacher subculture, and culture of the educational technology. Anecdotal records kept as part of workshops held for secondary agricultural and science educators yielded data to corroborate the literature. A framework for successful inservice education for agricultural and science educators was developed based on the workshop data and the literature. Findings indicated that, as a reform effort, applied academics would require a "bottom-up" approach. Change would come from the individual, not the organization, would be internalized, and would result from seeing students learn. The following recommendations were made: appropriate inservice education for secondary agricultural educators should be implemented using the model; research should be conducted in each state to determine the level of support for appropriate inservice education; and agricultural education departments should begin to infuse the teaching of applied academics into existing teacher preparation programs. (Contains 28 references.) (YLB)

Cookson, Peter W., Jr. (1994). School Choice: The Struggle for the Soul of American Education. (ED373131) This discussion of school choice places the issue in its historical and contemporary contexts, describes the major choice plans through case studies, analyzes the outcomes of school choice, and examines the underlying assumptions of the market model of educational reform. School choice is one method by which public education can be reinvented, as the case studies from Minnesota, Cambridge and Fall River (Massachusetts), East Harlem and White Plains (New York), and Milwaukee (Wisconsin) illustrate. Research has found that school choice makes little difference in terms of academic achievement, although its secondary effects can benefit the schools' academic climates. Choice can result in greater or lesser educational equity depending on how it is managed, but it does have beneficial communal effects that are only marginally related to achievement and improvement. A proposal is presented to establish an educational trust fund to give each student an educational share that can be applied to current public schools and new model schools. Parent information and consumer protection would be essential elements of the plan. (Contains 138 references.) (SLD)

Cooper, Bruce S., & Others (12 Mar 1993). School-Site Cost Allocations: Testing a Micro-Financial Model in 23 Districts in Ten States. 2nd Revision. (ED357499) Findings of a study that developed and applied a microfinancial model to track financial resources through the school systems are presented in this paper. The School Site Allocations Model (SSAM) shifts the current finance structure to the schools. First, the model was designed and tested in 30 school districts across the United States. Next, data from the test sites were analyzed to provide indicators of the range of costs required to operate the central offices and schools in 25 school systems, and the use of funds for administration, operations, staff development, student support, and instruction at both central offices and schools. A conclusion is that the SSAM effectively reported the uses of funds by schools and by function, by level, and by type. District administrators and staff found the model to be "user friendly." Once costs were allocated by location and function, districts were able to track funds to each school and classroom level. Several superintendents reported that the SSAM data allowed them to save money, improve programs, and reassure the voting public. Also, statewide application of the model can play an important role in the school- reform movement. Thus, money does matter, it seems, as long as the resources reach schools, classrooms, teachers, and pupils. Twelve tables and four figures are included. (Contains 16 references.) (LMI)

D

David, Jane L. (1993). Redesigning an Educational System: Early Observations from Kentucky. Strategic Investment: Tough Choices for America's Future. (ED404714) The Kentucky Education Reform Act (KERA) is the most comprehensive reform legislation nationally, bringing substantial change to all levels of the educational system. A group of researchers who have spent time in schools in Kentucky and policy analysts knowledgeable about Kentucky and other state education reform efforts convened in October 1992 to share their insights on the progress of systemic education reform in Kentucky. This report presents the results of that meeting. Impacts from KERA's implementation that are immediately visible inside districts, schools, and classrooms are: (1) state and local funding increased by almost 25 percent; (2) a very different philosophy of curriculum and instruction for primary students shifted from age-based to developmentally appropriate curricula; (3) well over one-third of Kentucky's schools have school-based decisionmaking councils; (4) major progress has been made in developing and administering the first stage of a dramatically different assessment system; (5) extra educational and social services are available at the school site for large numbers of children and their families; and (6) the Kentucky Department of Education has been fundamentally reorganized and the Office of Education Accountability has been established to monitor KERA's implementation and allegations of wrongdoing. Professional development is essential for successful implementation. Full implementation raises five challenges: expanding capacities at all levels; appropriately timing the implementation steps; avoiding recreation of bureaucracy; sustaining educators and public support; and providing feedback mechanisms for midcourse adjustments without sacrificing coherence. KERA is unique in its comprehensiveness and provides a model experiment in creating and testing performance-based educational systems. Three appendices include highlights of the Kentucky Reform Act; a list of meeting participants; and executive summaries of research reports. (TEJ)

Davidson, Betty M. (Jan 1993). The Influence of the Central Office on School Restructuring: A Study of Selected Accelerated Schools. (ED356567) School restructuring, or school-based management, is one of the most widely discussed educational reform movements. School restructuring improves education by giving teachers and principals more independence and responsibility in the educational process. The accelerated-schools process provides a means for school restructuring, emphasizing unity of purpose, empowerment, and building on strengths to move at-risk students forward. This paper examines the change process that occurred in four elementary schools in the South and Southwest that moved from a conventional mode of school organization to a participatory mode by implementing the accredited schools model. The paper focuses especially on the interactions between the role of the central district office and the school in the accelerated schools process. The schools were located in urban areas and had high percentages of low-income, minority students. The study utilized the case study method involving an assortment of research strategies, including interviews, observation, document reviews, and surveys. Questions solicited information about the status of the school before restructuring as well as about factors that influence the change process. Most of the schools had a traditional top-down relationship with their central offices before they began the accelerated schools process. Several factors influenced change in the role of the central office: principal and teacher role changes, curriculum and teaching changes, and assistance from a university. Overall, district offices had little influence on school restructuring, but among those that did, support for site- based management lessened barriers to change. Schools fundamentally changed even without direct district facilitation or support. (JPT)

Decker, Larry E., Ed., & Romney, Valerie A., Ed. (1992). Educational Restructuring and the Community Education Process. (ED344067) This document explores the application of the community education process to restructuring activities at both the state and local level. The monograph contains the following papers: "In the Forefront of Restructuring" (Larry Decker, Valerie Romney); "Building Learning Communities: Realities of Educational Restructuring" (Larry Decker); "The Community Education Ethos: Relationship of Principles to Practice" (Donald Weaver); "Community Education in Educational Reform" (William Hetrick); "Restructuring Schools with the Forgotten Solution: Community Education" (T. R. Anderson, John Jeffrey); "National Education Leaders Speak Out on Community Education" (Larry Decker, Donna Schoeny); "America 2000 and Community Education" (Carl Jensen); "Promises to Keep: Can America 2000 Deliver What American Students Need?" (Susan Hall); "The 'Sleeper' in America 2000" (David Seeley); "Legislative Leadership for Educational Reform" (John Myers); "Community Education and Educational Reform: Where the States Are Now" (Linda Moore); "South Carolina's Total Quality Education: A State Model for Community Education" (Barbara Nielsen, Nancy Dunlap); "Kentucky's Family Resource and Youth Service Centers: An Expanded Role for Community Education" (Ruby Layson); "Community Education: A Foundation for Educational Reform in Ohio" (Sherry Mullett); "Effective Schools and Community Education: A Partnership for Educational Change" (Jacquelyn Rochford); "Community Education: Adapting to the Needs of an Urban Community" (Hugh Rohrer, Dan Cady); "School and Community Working Together: Community Education in Springfield" (Susan Freedman, Peter Negroni); "Community Education in Alabama" (Harry Toothaker); "Community Education Capacity Building: 1991 National Needs Assessment" (Valerie Romney); "The Evolutionary Image versus the Existing State" (S. McCune); "A Call for Action" (Larry Decker, Valerie Romney); and "Epilogue" (James Cooper). The document also includes 64 references and descriptions of the National Coalition for Community Education, National Community Education Association, and National Committee for Citizens in Education. (NLA)

DeYoung, Alan J. (1998). Parent Participation, School Accountability and Rural Education: The Impact of KERA on School Consolidation in Kentucky. (ED421314) This paper discusses the Kentucky Education Reform Act (KERA) and its impact on school facilities planning and community involvement in related decision making. Since 1900, the pattern of rural school reform, nationally and in Kentucky, has been one of increased state and federal control, with cost effectiveness and equity the primary criteria in setting school budgets. As a result, school districts in Kentucky declined from over 1,000 to 176. School buildings, despite increasing enrollment, declined from over 8,500 to fewer than 1,400. Changes in the way school facilities are improved or closed have come about indirectly from KERA. KERA was enacted in 1990 in response to a class action fiscal equity suit, and replaced all previous educational legislation. In addition to fiscal and curricular reforms, KERA mandated governance reforms that include site-based decision making, state-level administrative reorganization, and revision of the state school facilities manual (the "Grey Book"). The Grey Book had frequently forced consolidation by focusing almost exclusively on economies of scale criteria and forbidding state aid for facilities construction or repairs when those criteria were not met in every building in a school district. The obvious contradictions between the Grey Book and KERA's site- based decision making led to new facilities criteria. However, there remains a cost to those districts retaining very small schools. Case studies of proposed school closings and consolidation in Henderson and Floyd Counties illustrate the revised facilities planning process but also show how local political dysfunction can overwhelm even the best schools. KERA's decentralized and participatory decision-making model may not be applicable in other states, and it is too soon to see if it will make profound differences in Kentucky. But the opportunities in KERA for accommodation of small rural schools and parent participation should be useful to small-school advocates elsewhere. (SAS)

Dill, Vicky Schreiber (1993). Closing the Gap: Acceleration vs. Remediation and the Impact of Retention in Grade on Student Achievement. The Commissioner's Critical Issue Analysis Series, Number 1. (ED364938) This publication provides a review of the research on issues relating to the gap in achievement between high- and low-performing students, focussing specifically on the topics of retention in grade, remediation of students who are underachieving, and accelerated instruction. Following the executive summary and introductory material, three sections respond to the following questions: (1) Does retention work? If not, why not? (2) Does student remediation help? What kind, if any, helps close the gap? and (3) What helps students the most? Part 1 explains why grade retention does not work and why it persists. The second part describes what works and offers highlights of current efforts to reform Chapter 1 programs. Part 3 describes accelerated instruction, restructured environments, and teacher recruitment, preparation, and development as innovative ways to increase student achievement. Finally, the three most formidable predictors of failure for at-risk students are identifieddeficit model schools, dysfunctional families, and a disengaged society. An extensive bibliography is included. (LMI)

Dossey, John A., Ed., Swafford, Jane O., Ed., Parmantie, Marilyn, Ed., & Dossey, Anne E., Ed. (1997). Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (19th, Bloomington-Normal, IL, October 18-21, 199). Volume 2. (ED420495 Available from: ERIC/CSMEE, The Ohio State University, 1929 Kenny Road, Columbus, OH 43210- 1080.) The conference proceedings volume for PME-NA-XIX contains a total of 72 reports: 34 research reports; 20 short oral reports; 11 poster session reports; and 7 discussion group reports. Only the research reports are full reports; the others are generally one-page abstracts. The full reports include: (1) "Equity, Teaching Practices, and Reform: Mathematics Teachers Discuss the Impact of the San Jose Mathematics Leadership Project" (Richard S. Kitchen, Joanne Rossi Becker, and Barbara J. Pence); (2) "One Teacher's Solution to Reforming Mathematics Teaching" (Karen Heinz, Margaret Kinzel, Martin A. Simon, and Ron Tzur); (3) "Secondary Mathematics Teachers' Experiences Using a Reform-Oriented Curriculum To Encourage Student Cooperation and Exploration" (Gwendolyn M. Lloyd and Melvin (Skip) Wilson); (4) "A Fourth-Grade Teacher Implements the 'Spirit' of the NCTM Standards" (Diana F. Steele); (5) "Construction and Validation of the Spatial-Symbolic Pattern Instrument" (Donna F. Berlin and Arthur L. White); (6) "Views about Mathematics Survey: Design and Results" (Marilyn P. Carlson); (7) "Changes in Teachers' Beliefs and Assessments of Students' Thinking across the First Year of Implementation of Cognitively Guided Instruction" (Anita H. Bowman, George W. Bright, and Nancy N. Vacc); (8) "Sustaining Cultures of Teaching for Constructive Mathematics Education" (M. Jayne Fleener and Roland G. Pourdavood); (9) "The Educational Benefits of Being a Participant in a Research Study: One Preservice Secondary Mathematics Teacher's Experience" (Deborah A. Gober); (10) "Preservice Mathematics Teachers' Constructions of Gender Equity in the Classroom" (Denise S. Mewborn and Deborah A. Gober); (11) "The Perceptions of Preservice Elementary Teachers about the Integration of Mathematics and Reading" (Kathryn S. Reinke, Kouider Mokhtari, and Elizabeth Willner); (12) "The Impact of Math Apathy Students on One High School Teacher" (Kenneth L. Shaw and Cylle Rowell); (13) "District-Wide Reflective Teaching in Mathematics: From Changing the Story to Storing the Change" (Christine D. Thomas and Karen A. Schultz); (14) "Teachers' Beliefs about Mathematics as Assessed with Repertory Grid Methodology" (Steven R. Williams, Miriam Pack, and Lena Licon Khisty); (15) "The Geometry Classroom: The Influence of Teachers' Beliefs" (Kay A. Wohlhuter); (16) "Mathematics Students Teachers' Development of Teacher Knowledge and Reflection" (Maria L. Fernandez); (17) "Using Videos To Provide "Case-Like" Experiences in an Elementary Mathematics Methods Course" (Susan N. Friel); (18) "Mathematics Culture Clash: Negotiating New Classroom Norms with Prospective Teachers" (Betsy McNeal and Martin Simon); (19) "A Model for Studying the Relationship between Teachers' Cognitions and Their Instructional Practice in Mathematics" (Alice F. Artzt and Eleanor Armour-Thomas); (20) "Mediating Pedagogical Content Knowledge through Social Interactions: A Prospective Teacher's Emerging Practice" (Maria L. Blanton and Sarah B. Berenson); (21) "Learning To Teach Algebraic Division for Understanding: A Comparison and Contrast between Two Experienced Teachers" (Jose N. Contreras); (22) "Preservice Secondary Mathematics Teachers' Interpretations of Mathematical Proof" (Eric J. Knuth and Rebekah L. Elliott); (23) "Why Do We Invert and Multiply? Elementary Teachers' Struggle To Conceptualize Division of Fractions" (Ron Tzur and Maria Timmerman); (24) "Shape Makers: A Computer Microworld for Promoting Dynamic Imagery in Support of Geometric Reasoning" (Michael T. Battista and Caroline Van Auken Borrow); (25) "Interactive Diagrams: A New Learning Tool" (Jere Confrey, Jose Castro Filho, and Alan Maloney); (26) "Conjecturing and Representational Style in CAS-Assisted Mathematical Problem Solving" (M. Kathleen Heid, Glendon W. Blume, Karen Flanagan, Kenneth Kerr, James Marshall, and Linda Iseri); (27) "Roles of Symbolic Representation in CAS-Assisted Mathematical Problem Solving" (M. Kathleen Heid, Glendon W. Blume, Linda Iseri, Karen Flanagan, Kenneth Kerr, and James Marshall); (28) "Analyzing Students' Learning with Computer-Based Microworlds: Do You See What I See?" (Janet Bowers); (29) "Warning: Asking Questions May Lower Your Mathematical Status in Small Groups" (Kathy M.C. Ivey); (30) "Occasioning Understanding: Understanding Occasioning" (Thomas Kieren, Elaine Simmt, and Joyce Mgembelo); (31) "An Analysis of Students' Development of Reasoning Strategies within the Context of Measurement" (Kay McClain, Paul Cobb, and Koeno Gravemeijer); (32) "Coordinating Social and Psychological Perspectives To Analyze Students' Conceptions of Measurement" (Michelle Stephan and Kay McClain); (33) "Learning as Sense-Making and Property-Noticing" (David Slavit); and (34) "Proportional Reasoning of Early Adolescents: Validation of Karplus, Pulos and Stage's Model" (Linda Gellings, Donald W. Wortham, Abbe H. Herzig, and Dave Eber). (ASK)

E

Earle, Rodney S. (1994). The Odyssey Project: A Quest for School Design. (ED373712) The Odyssey Project is named for the Greek hero, Odysseus, who for 10 years, sought the purpose of life. The Project is based on the philosophy that a new generation of American schools must be viewed as a lifelong quest for excellence. The project is one of 11 designs for schools funded by the New American Schools Development Corporation, a private corporation in the spirit of the America 2000 strategy. This overview recounts the program's development and describes its approach. Odyssey calls for a formal system of basic schooling for students aged 3 to 18, with a developmental prenatal to age 3 component. The project will use an outcome-based education model to focus on knowledge, skills, and outcomes. Upon exit, each student should be successful as (1) a communicator; (2) a collaborator; (3) a creative producer; (4) a critical thinker; and (5) a concerned and confident citizen. Performance outcomes are to be set for each level, with world class standards for evaluating graduates. There will be five levels of schooling in a year-round schedule. Community service, parent involvement, and expanded use of technology will be features of the project. Barriers and challenges to implementation are reviewed. A fact sheet is presented as an appendix. (SLD)

Edwards, Thomas G. (12 Apr 1994). Using a Model To Understand the Process of Change in a Middle School Mathematics Teacher. (ED372938) As the current reform effort in school mathematics education continues to gain momentum, an understanding of the process by which teachers make changes in their instructional practices becomes increasingly important. The first part of this paper describes a model for teacher change using an extension of the constructivist model for learning. According to the model, six factors drive the teacher change process: (1) experiencing a perturbation, (2) having a commitment to change, (3) constructing a vision of what specific changes might look like within a teacher's own classroom, (4) projecting the teacher's self into that vision, (5) deciding to make changes within a given context, and (6) being a reflective practitioner. The remainder of the paper describes a case study designed to test the model. A middle school teacher was chosen as a subject for the study, which found that each of the six factors was demonstrated by the subject. A vignette illustrates how each of the six factors reveals itself. An appendix contains the activities used in the study. Contains 18 references. (MKR)

Epp, Juanita Ross (Jan 1992). Teacher Participation in School Government: A Central Element in Educational Reform. (ED343223) The demand for educational reform has reopened several debates concerning fundamental aspects of education. Three of these debatesthe goals of education, school governance structures, and the locus of control for reformare linked to teacher participation. This paper suggests that education's goals could best be addressed by action research applied at the school site level. Shared governance would shift the locus of control from administrators to teachers in a process of teacher empowerment. In this model, the reform occurs through a web of teacher interaction instead of depending on a top-down, pyramidic intervention. The teacher group would use action research, increased professionalism, and empowerment to implement the processes necessary to reach mutually acceptable school improvement goals. The participative approach would lead to many diverse processes, depending on the perceived needs of the individuals closest to the reform action. There are many instances of teacher restructuring of schools already in use. The process described here combines Nominal Group Techniques with Force Field Analysis to allow school staffs to plan, implement, and evaluate school improvement initiatives. An appendix contains extensive background information for teacher groups and a bibliography. (35 references) (MLH)

F

Faulkner, Susan L., & Others (Oct 1992). Community College Professional Development: Sharing What Works. Proceedings of a National Conference (San Antonio, Texas, October 18-19, 1991). (ED351529) This document contains 30 papers on professional development in community colleges. The following papers are included: "Effective Leadership Strategies for Planning and Implementing Tech Prep" (Bragg, Huffman); "Small Business Management- Tech Prep" (Harvey); "Educational Reform and the New Mission" (Hoerner); "Tech Prep in Texas: An Implementation Strategy" (Nelson); "Tech Prep: An Integrated Curriculum" (Peters, Peters); "Educational Reform: A Broadening of Tech Prep" (Suksi); "The High Technology High School: A Campus-Based Collaborative Effort" (McAndrew et al.); "An Evaluation of the Outcomes of the Applied Mathematics Demonstration Sites in Indiana" (Pepple et al.); "Integration of Occupational and Academic Education: Illustrated Using Interior Design Vignettes" (Sepe et al.); "Human Resource Development for Higher Education and Industry" (Anderson et al.); "The Georgia Instructor Academy" (Askins, Galloy); "Evaluating Part-Time Faculty" (Brown); "Innovative Solution to an Educational Challenge (A Consortium Approach for Faculty Development)" (Carleton et al.); "The C-A-R Model: Linking Administrative Performance and Professional Development with Institutional Planning" (Drake); "Strategies and Resources for Part-Time Faculty Programming" (Fentiman); "The Preparation and Nurturing of Occupational Education Leaders" (Finch); "An Introduction to Teaching Consultation" (Kerwin, Rhoads); "Faculty Inservice: Alternative Strategies for Students with Disabilities" (Asselin, Dixon); "The Technology Intervention and Support Program" (Barton, Shively); "Interinstitutional Educational Alliances as an At-Risk Student Recruitment and Retention Strategy" (Bradley); "Exemplary Vocational Education Programs Serving Postsecondary Special Needs Populations" (Maddy-Bernstein, Burac); "Creating a Special Place for Unique Students Today" (Rotkis, McDaniel); "Empowerment: The Link between Faculty Development and Curriculum Improvement" (Ball, Morrissey); "Using Instructor-Produced Videos to Teach an Open-Entry/Open-Exit Automotive Technology Program" (Clifford); "Juvenile Justice Computer Assisted Instructional Program" (Cordova, Fitzpatrick); "Pictures in the Head" (Crippens); "A Framework for Learning Advanced Vocational Skills" (Schell); and "Health Careers Opportunity Program: Summer Institute 1991" (Shields, Thompson). Seventeen brief roundtable papers are also included. (KC)

Felner, Robert, & Others (1997). The Project on High Performance Learning Communities: Applying the Land-Grant Model to School Reform. Phi Delta Kappan, 78, 7, 520-27 Mar (EJ540851) Describes the evolution of the University of Illinois' collaborative Project on High Performance Learning Communities, established in 1989 in response to policymakers' and practitioners' need for a more fully developed, practical knowledge base on educational reform. The university/research partners' role is to synthesize the most current, state-of-the-art information and transfer it to reform-minded practitioners. (MLH)

Firlik, Russell J. (1994). American Early Education Reform: Adaptation Not Adoption from Reggio Emilia, Italy. (ED375923) The Reggio Emilia preschools in Italy have much to offer U.S. early education practitioners. If adapted, based on an understanding of American culture and of how American children learn, four components of the Reggio Emilia model can be useful in American early childhood settings. First, projects based on the interests of children can be used to develop a deeper understanding of a phenomenon over an undetermined period of time. Second, children can be encouraged to express their thinking, feelings, and dispositions creatively in various modes of expression, with parents playing an important role in the learning process. Third, teachers should become systematic researchers into the ways that children learn and construct knowledge, carefully observing and documenting children's thinking and development. Fourth, teachers should recognize the educational possibilities of the environment, with its power to organize and promote personal relationships, create beauty, provide changes, and promote choices and activities. School administrators have an enabling role to play in school reform. They should encourage teachers to share their successes, invite parents to be part of the classroom, visit classrooms often, and provide teachers with the time, funding, and recognition needed to make meaningful changes in the classroom. Specific practical suggestions for teachers are presented for each model component. Contains 22 references. (AC)

Fitzgerald, Martha, & Others (Apr 1991). School Building Models: Tailoring Interventions To Meet School Conditions and Needs. (ED335759) Two models of educational reform that address the dilemma in schools caused by the confluence of two current reform movementsschool restructuring and the regular education initiative are presented in this paper. The models offer a more complex framework that considers teachers' values, the role of external support for teacher development, school culture, and accountability. The teacher-centered University of Vermont model focuses on the degree to which special education students are integrated into general education classrooms. The student-based University of Pittsburgh model describes changes in the special education program over time, looking at how increased student competencies facilitate integration. Elements common to the two models include cultivation of common knowledge, values, and a language base; establishment of a strategic planning process; development of peer support; and provision of technical assistance. Initial project evaluations indicate that both projects have been driven by forces internal to the school, its culture, and its practice base, supplemented by external on-site assistance. The change process deals directly with conflicting beliefs about learning potential and quality standards and conflicting practices in instruction and measurement of student performance. Both are working toward achieving a school building environment that promotes high and consistent expectations for all learners. Three figures are included. (17 references) (LMI)

Foley, Jane (2 Oct 1993). An Examination of How Elementary Administrators Help Teachers Change Their Beliefs about Teaching Mathematics and Guide the Process of Reform. (ED372925) Previous studies have examined the day-to-day behavior of principals in an attempt to identify specific, concrete behaviors that help teachers in their efforts toward improvement. But, there is still a gap in knowledge about principal interventions during the period in which decisions are made about prospective changes and reform, and plans for change are discussed, designed, and developed. To investigate this question, a study was conducted in select elementary schools that were identified as sites where teachers and principals had collaborated to accomplish improvements in their mathematics programs. At each elementary school, questionnaires were completed by the principal and one teacher who was actively involved in the change process, and two of the schools were chosen for on-site visits. The items on the questionnaire and in the on-site interviews focused on four domains: (1) principals' roles and actions, (2) the events of the change process, (3) teachers' roles in the change process, and (4) contextual factors contributing to change. The Model for Successful Change, a conceptual framework consisting of the four domains, was developed. Three major implications emerged from the study: (1) The role of the principal in the change process is crucial; (2) Even traditional teachers are willing to change their teaching methods and beliefs when empowered to make the decisions that impact their classrooms; and (3) A collaborative planning structure is successful. Contains 14 references. (MKR)

Forrest, Linda, & Others (1993). Win/Win Restructuring: Counseling Psychology Collaboration with Teacher Education in Professional Development Schools. (ED370889) This paper uses the integration of the disciplines of counseling psychology and teacher education in their work in Professional Development Schools (PDS) as a model to generate recommendations for restructuring schools, colleges, and departments of education (SCDE). Because the involvement of counseling psychologists in PDS has created a win/win situation from the perspective of teacher education and counseling psychology faculty as well as the school-based PDS personnel, a more thorough examination of this collaboration may provide insights from actual practice in restructuring to guide the reform activities in SCDE. After setting a historical context, data from interviews with principals, teachers, teacher educators, and counseling psychologists who are actively collaborating together in PDS are summarized. The lessons learned from these collaborations are identified and used to create recommendations for SCDE reform. (Contains 37 references.) (Author/IAH)

Foster, Lenoar (1998). Principal and Teacher Leader Preparation via a Collaborative Distance Program: Building the Professional Community for School Reform. (ED423605) This paper presents a model of graduate education for advanced teachers and aspiring school administrators that establishes and fosters the foundations for the development of the professional community in schools. Graduate students enrolled in the first distance-education cohort of a new graduate- degree program became cognizant of the need and importance of the professional community as a vehicle for greater understanding and collaboration. The study describes ways to confront professional isolation and the toll that such isolation takes on educators. It discusses ways to enhance the educational professional community through graduate-degree program design. The paper then presents the results of a 5-year longitudinal study of graduate students in a distance-education cohort graduate-degree program in education. The study focuses on tracking the meanings and activities attributed by graduates of the program to their growing understanding and involvement in building the foundations of the professional community among their colleagues and within schools. All students agreed that the program had deepened their understanding of qualities needed by teachers and school leaders. (RJM)

Fowler, Charles, & McMullan, Bernard J. (1991). Understanding How the Arts Contribute to Excellent Education. Study Summary. (ED360248) The ideas and case materials discussed in this study can contribute to the national dialogue on education reform and the search for excellence in all areas of education. The study attempts to clarify what the arts contribute to education. While it indicates that much more needs to be done, it suggests actions and approaches which can be utilized now so that the singular contributions of the arts to children can be supported. To enter the future citizens will need the power, thinking, creativity, discipline, energy, and unique forms of apprehending and organizing knowledge that the arts offer. Some key findings of the study include: (1) the arts can foster the development of students who are engaged actively in learning; (2) the arts contribute to the development of a creative, committed, and exciting school culture of teachers, students, and parents; (3) the arts play a role in generating a dynamic, coordinated, and cohesive curriculum; (4) the arts can build bridges to the larger community, the broader culture, and other institutions; (5) the arts can humanize the learning environment; and (6) the arts contribute to improved academic performance. The schools and the eight exemplary models identified in this study are examples of excellence, and each of the programs is discussed and related to the key finding of the study. Four significant sets of implications emerged from the study. The first set is concerned with the general contours of an emerging comprehensive arts education model; the second is concerned with the model's connection to excellent education; the third pertains to ways such a model might be implemented more broadly; and the fourth concerns the characteristics of further assessment research that would advance the understanding of the model and its effects. (DK)

Francis, Ray (Apr 1991). Teacher Strike in a Rural State: Ready for Reform. (ED332859) In March 1990, teachers in 80% of the counties in West Virginia participated in a teacher strike. In this study, 83 striking teachers answered 10 open-ended questions put to them either through an interview or a questionnaire. The information was analyzed through a thematic analysis process. Teachers overwhelmingly felt they were not given the opportunity to be active participants in the decision making process. West Virginia typically operates under the "top- down" model of decision making. Teachers expressed feelings of being abandoned by the legislature, because legislators failed to listen to teachers and did not support adequate funding for education. Teachers banded together to build a unified voice for education, and saw a strike as the only alternative that remained. Teachers identified pay and pay equity as only a small part of the reasons they were striking. They indicated a need for educational reform and adequate resources to provide education. Teachers did not view the strike as harmful to students and believed that the strike would benefit the educational system as a whole. Their strongest comments dealt with teachers who continue to work during the strike. As a result of the strike, the governor held a special legislative session during which a senate bill was produced, calling for various changes in the educational system, including review of teacher preparation programs, establishment of school curriculum teams, and the implementation of individual school faculty senates. This report includes 16 references. (KS)

G

Gruber, David A. (May 1994). Toward a Seamless System for Youth Development: A New Strategy for Integrating Resources, Programs, and Institutions. (ED385696) This report explores the potential for and obstacles to comprehensive community- level approaches to preparing young people for occupational and academic advancement. Chapter I introduces the New Workforce strategy based on a pathways design and a community framework and strategic plan. Chapter II includes the following: overview of the shaping of the current system; the key institutions and programs that educate, train, and prepare young people for adulthood; reasons for the failures of the current system; and the potential for development of a systematic school-to-work transition strategy. Chapter III describes New Workforce and the early planning and implementation in San Diego and Minneapolis. Chapter IV explores the experiences of institutions in these two cities to determine the extent to which the model has promoted changes in general perspective, patterns of programming, and resource allocation among schools, postsecondary institutions, the employment and training system, and employers. It draws lessons from this experience that should be useful for program planners, administrators, and practitioners. Chapter V recommends that federal actions should include advocacy, redirection of funding, regulatory reform, and capacity building and state actions should include a state strategy, redirection of existing resources, and capacity building. Appendixes include an overview of key elements of the existing system, and local documentation. Contains 35 references. (YLB)

Grunewald, Uwe, Ed., & Moraal, Dick, Ed. (1998). Models of Financing the Continuing Vocational Training of Employees and Unemployed. Documentation of a LEONARDO-Project in Cooperation with Denmark, Germany, the Netherlands and Norway. (ED419902 Available from: W. Bertelsmann Verlag GmbH & Co. KG, PO Box 100633, 33506 Bielefeld, Germany (order number 110.353).) This document contains papers from an international project in which models of financing the continuing vocational training (CVT) in Denmark, Germany, the Netherlands, and Norway were identified and examined. The following are among the papers included: "Important Results of the LEONARDO-Project (contributions by all project-partners)"; "Structure and Development of the Project" (D. Moraal); "Training Leave as a Precondition for an Integrated Labour Market and Qualification Policy" (D. Moraal); "The Role of the Social Partners and the State Authorities in Financing the Continuing Vocational Training Measures for the Employed and Unemployed" (U. Grunewald); "The Experiences of a Staff Member of the 'Centre for Vocational Training and Promotion of Economic Performance' with Three Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (T. Hintz); "The Experiences of the Representatives of the 'Development Agency Agriculture and Forestry' with Two Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (T. Hentschel, B. Riemer); "Job-RotationA New Instrument for the Employment and Qualification Policies in Germany" (B. Uhrig); "Reflections and Open QuestionsInspired by the Danish Experiences with the Financing of the Continuing Vocational Training for Employed and Unemployed" (J.H. Soerensen); "Historical Review of a Case, Which Used Job-Rotation in the Enterprise-'Fibertex'" (J.H. Soerensen); "Proposal for a Reform of the General and Continuing Vocational Training of Adults in Norway" (I. Eidskrem); "Elements of the Norwegian Labour Market Politics" (S. Festoe); "ConclusionsConsiderations and Points for the Further Discussion" (B. Hovels, G. Kraayvanger); "Experiences of a Representative of the Dutch OVP- Fund, with Three Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (T. Seip); "Experiences of a Representative of the Dutch OOM-Fund with Three Workshops, Where Questions of Financing the Continuing Vocational Training Were Discussed" (P. Den Hollander); "Description of the National Financing System of CVT and FTU in Germany" (U. Grunewald, D. Moraal); "The Center for Vocational Training and Promotion of Economic Performance Simmerath" (U. Grunewald, T. Hintz); "Financing Model of the Development Agency for Agriculture and Forestry (FLF)/Qualification Fund for Agriculture and Forestry (QLF)" (T. Hentschel); "Description of the National Financing System of CVT and FTU in Denmark" (K. Olesen); "Financing Models of CVT and FTU in Denmark" (K. Olesen); "Description of the National Financing System of CVT and FTU in Norway" (I. Eidskrem); "National Financing System of CVT and FTU in the Netherlands" (B. Hovels, G. Kraayvanger); and "Financing Models of CVT and FTU in the Netherlands" (W. Boonstra, B. Hovels, G. Kraayvanger). (Forty tables/figures are included.) (MN)

Goldman, Paul, & Dunlap, Diane (Oct 1990). Reform, Restructuring, Site-Based Management, and the New Face of Power in Schools. (ED325938) This paper examines the relationship between demands for site-based management and restructuring as they bear on recent theory and research on power in organizations. It also defines and describes the new face of power in the schools- -facilitative power, power exercised through, rather than over, subordinates. The bulk of the paper consists of an attempt to show how power sharing is already in place in many current school activities. Six programs that encourage facilitative power are described: the Individual Educational Program in special education; the consultant teacher model, increasingly a component of special education delivery systems; peer consultation; cooperative learning; thematic, multidisciplinary curricula in which staff members work a specific curricular theme into the school activities; and community/alternative schools, which take curricular themes much further. These programs are discussed in relation to four characteristics of facilitative power: resource management, human resource utilization, supervision, and networking. Conclusions are that many school administrators already possess facilitative skills and knowledge and that the potential of a restructuring plan can be measured by its effect on administrators' ability to utilize facilitative power. One table accompanies the document. (45 references) (LMI)

Gordon, Rick (Apr 1993). The Irrational Science of Educational Reform. (ED362961) This paper discusses the problems encountered in applying rational and participatory models to school reform and presents an alternative model based on action research. The group processes of a school-improvement team (SIT) at a high school are examined. Data were collected through participant observation, interviews with three faculty members, informal discussions with SIT members, and document analysis. Despite the expressed willingness of teachers to pursue different practices, little progress was made. The lack of progress was rooted in two inherent institutional factorslimited time and divergent viewpoints held by actors in the policymaking process. Findings reflected the limitations of both hierarchical and participatory models of school reform, which fail to recognize the limitations of the decision-making process. A modest proposal for pragmatic policy formation, based on action research, is offered. Action research allows teachers to identify problems and provides them with resources to instigate change within the constraints of their school context. Outcomes include increased teacher autonomy and professional growth. (Contains 56 references.) (LMI)

Grant, Carl A., Ed. (1992). Toward Education That Is Multicultural. Proceedings of the Annual Meeting of the National Association for Multicultural Education (1st, February 15-17, 1991). (ED398290) Forty-three essays were delivered at a conference on multicultural education held in 1991 and explore the ideas, beliefs, research findings, philosophical roots, and direction of multicultural education, along with its policy, practice, and critical assessment. Selected essays and their authors include: "History and Philosophy of the National Association for Multicultural Education: Credit Cards and Blind Faith" (Duhon-Sells and Pritchy Smith); "Toward Education that is Multicultural: Introduction to the Proceedings" (Grant); "Multiculturalism and Education: A Conceptual Relationship" (Bitting and Mutisya); "Culturally Responsible Pedagogy: The 'Wisdom' of Multicultural Education" (Huber); "Multicultural Education: The Outlook, Outreach, and Outcome for the 1990s" (Walker and Jacobs); "Ethnic Teacher/Ethnic Student: What Is the Role of Shared Ethnicity in Achievement?" (Hodgden); "An Inner-City Teacher Exchange: Teaching the Black Child in Great Britain" (Haughton); "A Proposal for Cultural Diversity in Education: The Minnesota Model" (Warring and Frank); "Developing a Plan for Multicultural Education" (Foody, Others); "Multicultural, Nonsexist Behavior Management: The San Jose State University Model" (Grossman); "That of God in Every Person: Multicultural Education in a Quaker School" (O'Grady); "A Study of the Educational Experiences of Black Male Correctional Center Inmates Who Attended Schools in Prince George's County, Maryland" (Reed); "A Multicultural Perspective for School and Curriculum Reform: Cultural Literacy and Infusion in Life Science" (LeBan); "Developing Teachers with a Multicultural Perspective: A Challenge and a Mission" (Ford); "Implementation of a Multicultural Education in a Teacher Training Program" (Kraig); "Infusing Multicultural Perspectives Across the Curriculum" (Burstein, Others); "Strategies for Effective Multicultural Education Policy in Teacher Education Programs" (Afolayan); "Collaboration as a Key to Enhancing Teaching Effectiveness in a Culturally Diverse Society: Implications for Public Schools and Universities" (Mantle); "Global Education for a Multicultural Society: An Essential Dimension in Teacher Education" (Matriano); "Multicultural Awareness: The Development of Blacks in Children's Literature from Its Earliest Inception through Contemporary Times" (Carver and Thompson); "Cultural Pluralism and the School Library" (Nauman); "Strategies for Instructing Culturally Diverse Students" (Person Others); and "Teaching Culture-Specific Counseling Using Microtraining Technology" (Nwachuka). (GLR)

Grant, Lawrence (1992). Roger L. Sullivan High School: Success by Exhibition. Project Report. (ED360685) This paper presents findings of one in a series of four case studies that examined leadership in schools committed to reform. Sullivan High School is an innovative, innercity Chicago (Illinois) high school dedicated to creating a learning environment based on critical thinking and intellectual experiences. The role of the principal as an instructional leader and the school's involvement with the Paideia instructional program are given special attention. The school's membership in the Alliance for Essential Schools is also described. The organizational structure of the school is examined as well as changes that have been made since the school's dedication to reform began. Case study methodology included onsite observation, interviews, and informal discussions. Findings indicate that the Paideia was a successful model for teacher inservice training. However, implementation of the Alliance program met with teacher reluctance to participate in restructuring. Barriers to Alliance program success included the time-consuming and ambiguous nature of the program, lack of teacher training in shared decision making, and an increased pupil/teacher ratio. Sullivan's overall success, however, was due to the competence, attitude, and diligence of the staff. (Contains 12 references.) (LMI)