Commitment‐‐building approaches to school restructuring

Lessons from a longitudinal study

Bibliographic Data

ID11489167
AuthorsKenneth Leithwood (0000-0002-8053-7347, Ontario Institute for Studies in Education, corresponding author)
Year1996
Volume11
Issue3
Pages377-398
Publication date1996-05-01
Open AccessNo
TypeARTICLE
VenueJournal of Education Policy (JOURNAL)
Journal identifiersISSN: 0268-0939 • E-ISSN: 1464-5106
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0268093960110307
OpenAlexW2028855323
LanguageEN
Citations received1
References cited26

Government‐initiated school restructuring began in the Canadian province of British Columbia in 1989. It was accompanied by significant commitments of new funding for schools and high levels of awareness on the part of central officials about the requirements for effective policy implementation. The content of this restructing mirrored efforts in many other jurisdictions but was exceptionally comprehensive. Results of a four‐year study which examined the processes and consequences of restructuring in local schools are summarized in this paper. The paper identifies six key lessons about productive restructuring processes and outlines a promising image of schools capable of such restructuring. Also proposed is an ‘educative’ approach by governments toward educational reform policy and its implementation

Economic growth · Economics · Government (linguistics · Political science · Restructuring · Early Childhood Education and Development · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies

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