Distinguishes between developmental work to bring about change according to a specific organizational theory or organizational development in schools and developmental work based on a rationalistic view of school as an organization or developing schools as organizations. Notes that only the latter can foster real school development. (SB)

Discusses the connection between type of control structure for a school system and type of strategy for change that may be chosen. Shows that the mandator-controlled Swedish school system best corresponds to the "Developing the Organization" model of educational change. Describes a Swedish training program based on the model. (SB)

Examines development of general organization theory, proposes an overall organization model for analysing the school, distinguishes between the school as an institution and the school as an organization, and outlines a set of conceptual tools believed to describe and analyse the school as an organization. Provides practical applications for…

Provides research dealing with the school as an organization and offers an alternative development strategy based on the studies. Shows previous research was either functionalist or structuralist in approach. Research describes the school as an organization in terms of professionalism or bureaucracy. Additionally, it is described as a coercive…