This book provides insights into one of the nation's largest and most comprehensive school-restructuring movements, the Accelerated Schools Project. Since its inception in 1986, the focus of the movement has been on transforming schools with students at risk of dropping out into schools with high expectations of all students. This is accomplished, in part, through an internalization of three principles: unity of purpose, empowerment coupled with responsibility, and building on strengths. The project is implemented through a systematic school-restructuring process. The book includes chapters by researchers, Accelerated Schools facilitators, and teachers who have worked extensively in accelerated schools. Following the preface and introduction by Edward P. St. John, the chapters in part 1 describe the action-inquiry process in accelerated schools: (1) "Accelerated Schools: The Background" (Henry M. Levin); (2) "Growth and Learning: Big Wheels and Little Wheels Interacting" (Ilse Brunner and Wendy Hopfenberg); (3) "Accelerated Schools as Learning Organizations: The Revitalization of Pioneer Schools" (Ilse Brunner and Brenda LeTendre); and a reflective chapter entitled "Learning to Facilitate, Reflect, and Inquire," by Edward P. St. John. Part 2 is comprised of 3 chapters that deal with building capacity. Christine Finnan is the author of the introductory and reflective pieces. Chapters include: (4) "Building Shared Meaning and Commitment During the Courtship Phase" (James W. Kushman and Thomas G. Chenoweth); (5) "Making Change Our Friend" (Christine Finnan); and (6)"Building Communities of Inquiry: Linking Teacher Research and School Restructuring" (Edward P. St. John, James Meza, Jr., Leetta Allen-Haynes, and Betty M. Davidson). Four chapters in part 3 about the principal's role include: (7) "Building Initial Commitment to Accelerate" (Thomas G. Chenoweth and James W. Kushman); (8) "Principals' Changing Roles: Analysis of Selected Case Studies" (Betty M. Davidson and Edward P. St. John); (9) "Toward a New Leadership Paradigm: Behaviors of Accelerated School Principals" (Georgia Christensen); and (10) "Principals Speak Out on Their Evolving Leadership Roles" (Joan Sabrina Mims). The introduction and reflection are by Simeon P. Slovacek. Part 4, which describes the effect of the Accelerated Schools process on curriculum and instruction, includes: (11) "A Teacher's Voice: The First Year of the Accelerated Schools Project" (Cynthia J. Olivier); (12) "Full Inclusion in Accelerated Schools: Equal Access to Powerful Learning" (Henry M. Levin and Jane McCarthy); (13) "Teaching All Children to Read: Hoover Elementary School" (Vicky Gonzalez and Carolyn Tucher); and (14) "The Influence of the Accelerated Schools Philosophy and Process on Classroom Practices" (Beth M. Keller and Pilar Soler). Jane McCarthy wrote the introduction and reflection. An index and definition of Accelerated Schools process and philosophy are included. (Contains 185 references.) (LMI)