Many scholars have found fault with the way business schools conduct their business (Pfeffer & Fong, 2002; Mintzberg, 2004; Bennis & O'Toole, 2005; Andrews & Tyson, 2006). This article argues that B-schools should overhaul their curriculum and encourage faculty to undertake research which is useful for practitioners. Suggestions are made for…

There is a disconnect between what principals are being asked to manage and accomplish and the level of support they receive to meet expectations. At a time when rhetoric on the principalship is focused on collaboration, most principals find themselves working in an isolated position within hierarchical organizations. And while principals are…

The future of school-based restructuring rests on five conditions: a site-specific vision of school greatness for all students; consequent plans shaped by school partners; a work culture that nurtures and expects development and success; staff empowerment and commitment to energize participants; and a quality control system that guides development…

Summarizes a case study of dilemmas facing a Western Australian secondary headteacher involved in restructuring his school. Analyzes his methods of coping with intractable situations (like school expansion and performance management) and outcomes. Dilemmas offer both opportunities and challenges for visionary, proactive, and creative school…

Offers insights and themes observed in six restructuring schools studied in 1991-92. Results show that principals' importance varies, sharing of power is fragile, leadership and power are often dispersed, changes in decision-making structures sometimes improve instruction, and power redistribution and shared purpose can foster either increased…

Chronicles perceived dilemmas of 20 Australian principals whose work lives were preoccupied with school restructuring. Findings suggest two main types of dilemmas: general, personal/professional "states of mind" and specific, practical organizational dilemmas. Research is needed on devising management solutions and improving leadership…

To address the social challenges facing schools, administrators must revitalize the work culture. Borrowing from successful business practices, the School Management Institute has implemented a 25-day Managing Productive Schools leadership training program in Florida, Minnesota, and Virginia. The program is based on the cultural conditions,…

Principals in restructuring schools are working in an increasingly turbulent policy environment that adds expectations but deletes little from their traditional roles. Two tasks form the basis of newly defined power relationships--delegating responsibilities and developing collaborative decision-making processes. Leading from the center means…

Studies of the principalship have failed to keep pace with the changing contexts in which principals must act. Advocates an edited topical life-history approach to address this problem. Illustrates this claim, using a Western Australia study exploring why some principals are more successful than others at guiding school restructuring initiatives.…

Australia's National Schools Project tried to facilitate restructuring by abolishing, bending, or breaking the rules that prevented schools from improving student outcomes. Since 1992, the 50-school project has expanded to over 200 sites. An evaluation of three NSP schools identifies barriers (cultural resistance and structural complexity) and…

A Massachusetts regional high school that was formerly on probation has totally restructured its school day, culture, curriculum, and treatment of professionals. Flex time, offered in exchange for performing building supervision duties, allows teachers more flexibility and control in structuring their professional and personal lives. A more…

Examines role transitions and role strain resulting from restructuring initiatives in four districts. The 20 principals interviewed had acquired coping skills. Cognitive restructuring and environmental factors moderated role strain effects, along with experience, tenure of position, staff trust, personal leadership style, and degree of autonomy…

Most schools and teachers cannot provide the kind of teaching the new standards demand because they lack know-how and organizational support. The policy challenge ahead is to develop schools' capacity to teach challenging content to diverse learners by ensuring teachers' access to knowledge they need to be effective and by developing new…

Many middle schools use teaming or other models to create smaller teaching and learning units. Too often, schools align these models with characteristics advocated in the literature, rather than focusing on collaborative work environments' effects on teachers' and students' lives. These structures' true value lies in the collaborative work…

Research on school restructuring provides little evidence that teacher-student-principal relationships are changing. Staffs may be confusing structural with normative thinking, which requires them to reflect critically about their schools as work places. Suggests that school-constructed theories in practice that promote critical thinking and…