An overview is presented of research studies that reflect the realities that exist in elementary and secondary public education. Explorations of school culture cite behavioral and programmatic regularities that make up the school culture and the importance of school principals' roles. Focusing on the teachers and the ways things actually get done in the course of a day, week, or year, some studies reveal dilemmas that teachers face when attempting to fit into accepted school routines. Studies are also cited on how school organization influences the life and activities of school personnel. Outlines are given of ethnographic school improvement studies dealing with: (1) implementing organizational innovations; (2) open education and the American school; (3) measuring the implementation of differentiated staffing; (4) the dynamics of educational change (involving four different studies); (5) implementing organizational changes in the elementary grades; (6) teachers vs. technocrats; (7) innovative organization; (8) federal programs supporting educational change; and (9) secondary schools and their effects on children. Findings from research studies concerning teachers and teaching, individual development, the role of the principal, and the process of school improvement are also synthesized. A summary of the research findings presents statements on necessary conditions for school improvement. (JD)