This research examined the overlap of four key domains of schools according to multiple perspectives. The four domains (the macro-framework) were leadership, teaching, organization, and social contexts (B. Rowen, 1995). The "micro-framework" emerged from the paradigm theory and consisted of three perspectives, were the functionalist, constructivist, and critical, which were grounded in the work of G. Burrel and G. Morgan. Using "meta-ethnography" (G. W. Noblitt, R. D. Hare) as the methodology, this two-part framework was applied to four existing case studies in an attempt to synthesize results. The four ethnographies, from which the case studies were derived, are entitled : (1) "Elementary Schooling for Critical Democracy" (J. Goodman); (2) "After the School Bell Rings" (C. Grant and C. Sleeter); (3) "Making Multicultural Education Work" (S. May); and (4) "The Fate of an Innovative School: The History and Present Status of the Kensington School" (L.M. Smith, J.P. Prunty, D.C. Dwyer, and P. F. Kleine). The four study schools fell into two categories: those which were succeeding in their efforts to reform teaching, and those which were not. Results indicated that successful schools were those in which the dominant perspectives, functionalist, constructivist, and/or critical, were consistent in all four domains. In unsuccessful schools, dominant perspectives differed in one or more domains. The most powerful and redundant key descriptors throughout the study depicted successful schools as those with visions which inflamed members of the school community. Leaders had strong visions, teachers had commitment, and both were congruous with each other and the needs and expectations of the local context. (Contains 43 references.) (SM)