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An examination of the varied and often conflicting proposals for restructuring schools that have been put forth to achieve educational reform. It provides administrators, state policymakers, teachers and other educators with an explanation of what can and cannot be achieved through particular restructuring efforts and of the role they can play as individuals to make such efforts.

By melding policy analysis and up-close observation, the authors illuminate the really hard issues in improving instruction. This book will shape educational research and reform for many years to come.


?David Tyack, Vida Jacks Professor of Education and History, Stanford University