In 1994, the Institute for Responsive Education launched the Responsive Schools Project (involving 14 schools in Las Cruces, New Mexico; Flambeau, Wisconsin; Harts, West Virginia; and Chicago) to ask parents, teachers, administrators, and high-school students about educational reform goals. Respondents' divergent viewpoints underscore the…

Teacher involvement in decisions may detract from teaching. This article presents three case studies (concerning a teacher-owned program, teacher involvement in selecting a new principal, and an autocratic principal's failed experiment with participation) that examine pitfalls. Sunset clauses, a good centralization/empowerment balance, and an…

A social studies teacher observes that after 10 years, decision making will probably never be decentralized in Rochester (New York) schools. Contracts, precedents, school board policy, and state law place far too many restrictions on schools' creativity. Maybe hierarchical administrative decision making is best, so long as community members' input…

Summarizes a survey of 239 New Zealand elementary school educators. New Zealand's experience shows that national policymaking, which largely excludes school staff, still substantially influences everyday school operations. When site-based management occurs in a vacuum, devoid of interest, support, initiatives, and well-grounded information, school…

Educators have long recognized the negative pedagogical effects of the strong centralization, curricular uniformity, and fragmentation that characterizes Israel's equity-driven education system. A recent experiment with site-based management at nine elementary schools may increase teacher and parental involvement, improve school climate, and…

The Italian education system was built on Napoleonic and Prussian models, with considerable power vested in the central government and many formal and legal controls. In 1994, after a 20-year failed experiment with governing school councils, the Minister of Education proposed reforms based on notions of autonomy. The current minister also favors…

In 1997, former Edmonton (Alberta) school superintendent Michael Strembitsky instituted school-based management in seven schools. Although the district retained policymaking responsibility, schools could decide matters such as class organization, number of teachers, and budgeting for learning resources and equipment. Giving schools control over…

An Alberta high school principal describes the process of transforming a small vocational training school into an innovative school of science and technology. While preparing school plans, this principal learned the importance of open discussion. Community participants identified seven topics for further study that were later incorporated into a…

Although shared decision making wasn't always Harold Boyden's first priority during his 30 years as a Vermont district leader, he always sought out his staff's ideas. Boyden believes in picking his fights, knowing when to compromise, and delegating when appropriate. He prefers to spread out budgeting ownership, responsibility, and commitment. (MLH)

Creativity requires application and balancing of three abilities--the synthetic, the analytic, and the practical. Teachers should serve as creativity role models, encourage questioning of assumptions, allow mistakes, encourage sensible risk taking, design creative assignments and assessments, let students define problems, and reward creative ideas…

By using visual tools corresponding to thinking processes, students can organize their ideas on paper or by computer and improve their reading, writing, and thinking skills. After the brainstorming process, eight types of thinking maps (circle, bubble, double-bubble, tree, flow, multiflow, brace, and bridge maps) are useful graphic organizers.…

Toronto is creating a miniature knowledge-building society, using Computer Supported Intentional Learning Environment (CSILE) software. Part of the Canada-wide TeleLearning Network of Centres of Excellence, CSILE links diverse participants, including schoolchildren and parents; teacher education and medical students; museum, engineering, science…

Two experts, Crawford Kilian and Clifford Stoll, disagree about the Internet's proper role in education. Kilian believes teachers must steer students through information "white water" to utilize the net more productively. Stoll thinks Internet will do little to resolve kids' reading deficiencies, restore music and art programs, or enhance…

Getting schools to leap onto the Information Highway is the latest in a series of corporate forays marked by ignorance, self-interest, and marketing madness. Educational implementation of computer-based technology is highly experimental, despite the billions spent annually. The competitive jockeying for position to build and fill the…

Rebuts David Noble's critique of "technology fever" in the same "Educational Leadership" issue. Evidence shows that technology improves students' mastery of basic skills, test scores, writing, engagement in school, attendance, and deportment. Technology adds value to the curriculum when integrated into a comprehensive plan for instructional…