The successful transformation of education to a system of continuous improvement requires a simultaneous paradigm shift on the part of managers and administrators, with respect to how schools and school systems are managed, and teachers, parents and students with respect to how classroom experiences are organized and managed. The practices and theories advocated by W. Edwards Deming, proven so successful in industry have been applied also to the operation of schools. The theory and practices for learning, applied originally to help the learning disabled have also been used to advantage with ordinary and gifted students. Combining these two approaches will lead to more powerful synergies.
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