This book brings together different analytical perspectives from organizational theory and applies them to examinations of schools. The editors maintain that the current debate over school restructuring is essentially a debate over which strategy of organizing will achieve the best results. Organizational theory suggests that there are two primary mechanisms that may be used in organizing behavior: the organization as a whole, and the specific roles within the organization. Following this logic, the book is divided into two parts. Part 1 presents images of school organizations as modes of organizing behavior. Each of the four chapters presents a different answer to the question of what must be organized in schools: (1) "The Organizational Design of Schools" (Brian Rowan); (2)"Institutionalism and Strategic Decisions in Education" (Charles Taylor Kerchner and Krista D. Caufman); (3) "Against the Current: Organizational Learning in Schools" (Eric Rait); and (4) "Symbols and Symbolic Activity" (Terrence E. Deal). Part 2 examines how roles in schools can function as modes of organizing behavior. The six chapters present ideas on organizing and evaluating the role of teachers; reorganizing according to the actual work a teacher does; organizing around clear goals and the provision of adequate resources; enhancing teachers' performance by having their role organized and evaluated at least partially on student outcomes; organizing the role of the administrator to provide school leadership; and using research findings to fit a specific individual to the role of administrator. The chapters include: (5) "The Impacts of Mathematics and Computer Technology on the Core Assumptions and Practices of Teaching" (Ann Weaver Hart); (6) "Performance Management in Education" (Stephen M. Mitchell); (7) "The Assessment of Teaching Based on Evidence of Student Learning" (Gary Sykes and Jason Millman); (8) "Striking a Balance: Boundary Spanning and Environmental Management in Schools" (Ellen B. Goldring); (9) "Research on School Leadership: The State of the Art" (Lee G. Bolman and Rafael Heller); and (10) "Administrator Succession in School Organizations" (Rodney T. Ogawa). Samuel B. Bacharach and Bryan Mundell authored the introductions to parts 1 and 2 and the concluding essay in part 3, "The Implicit Action beneath Explicit Organizing Models." References accompany each chapter. (LMI)