Traditional school administrative policy often establishes the structure and organization of the school first; from this struc ture, the program and curriculum then follow. By contrast, these writers offer a case study of an educational change as support for the reverse sequence, in which school program can be the determiner of school organization.
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Jonas, B., and Martin, D.S. "Cognitive Improvement of Hearing-Impaired High School Students Through Instruction in Instrumental Enrichment." In International Symposium on Cognition, Education, and Deafness: Working Papers. Vol. II. Edited by D.S. Martin. Washington, D.C.: Gallaudet College, 1984.
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Martin, D.S. "Can Teaches Become Better Thinkers?" Resources in Education, Document SP023216. March 1984.
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Martin, D.S.; Rohr-Redding, C.; and Innes, J. "Teaching Thinking Skills to the Hearing-Impaired Adolescent." Directions3(1983):9-15.0
