Caught in the Crossfire

Abstract

This article is concerned with consequences for school reform inherent in the relationships between schools and the institutional actors with whom they are linked through school restructuring efforts. It describes the experiences of two elementary schools in a collaborative restructuring effort. It raises questions about what is involved in building a school's capacity for programmatic improvement. Though restructuring is intended to provide greater support for school change efforts, the interconnectedness and multilevel, multisector nature of restructuring projects can work to impede school staffs 'efforts to significantly reconceptualize their educational programs, particularly at schools where staffs are contending with the most critical educational problems.