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Abstract

The restructuring of school organizations is a prominent theme in the educational reform movement, but the meaning of the term remains ambiguous. To clarify its meaning, local school district superintendents and key executives were asked how they interpret various approaches to school restructuring. Superintendent thinking and evaluation of eight distinctive approaches to restructuring were elicited through semistructured interviews. The viewpoints expressed offer contrasting assessments that are shaped by tensions between the saliency and explicitness of the issue, interest in performance improvement versus public confidence development, and concern for accountability versus a desire to enhance professional staff engagement. Contextual factors influencing strategic thinking included newness to the superintendency and perceived mandates for action. Policy implications for the future of restructuring are explored.

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School Restructuring: The Superintendent's View

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