Abstract
This chapter focuses on the complicated relationship between school restructuring and the improvement of classroom teaching. The analysis examines the causal mechanisms linking restructuring and classroom change, reviews empirical research on the impact of restructuring of teaching, and concludes with an assessment of the potential for improving instruction.
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Smylie, M.A., Perry, G.S. (2005). Restructuring Schools for Improving Teaching. In: Fullan, M. (eds) Fundamental Change. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4454-2_16
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