Abstract
Common sense proposals for restructuring schools suggest promising directions, but in order for this potential to be fulfilled, two major issues must be addressed: What content is needed to give educational direction to the structures, and how can the many factors that influence this content be linked? This article proposes an agenda of content for teacher commitment and competence, and it identifies four problems of systemic linkage that restructuring "theory" has yet to address. Solutions to each of these issues will require resolution of persisting conflict over education goals.
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