Abstract
Radical changes in the administration of New Zealand education in the late 1980s were motivated, in part, by the desire to make schools more responsive to the communities in which they were located. The principal mechanisms intended to enable this were, first, setting up of Boards of Trustees and, second, the gradual relaxation of restrictive policies of zoning. The consequences of these policies are described in this paper and illustrated by evidence drawn from a 3-year study of a particular high school. It is concluded that structural changes of the kind described above are neither necessary nor sufficient to achieve an educationally acceptable concept of responsiveness.
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