Center on Organization and Restructuring of Schools

Full Publications List

Archbald, D. (1993).
Restructuring in the Eyes of Practitioners: An Analysis of "Next Century" School Restructuring Proposals. International Journal of Education Reform, 2(4), 384-398.

Berends, M., & King, M. B. (1994).
A description of restructuring in nationally nominated schools: Legacy of the iron cage? Educational Policy, (8)1, 28-50.

Brandt, R. (1995).
On restructuring schools: A conversation with Fred Newmann. Educational Leadership, 53(3), 70-73.

Bryk, A. S., Easton, J. Q., Kerbow, D., Rollow, S. G., & Sebring, P. A. (1993).
A view from the elementary schools: The state of reform in Chicago. Chicago: A Technical Report sponsored by the Consortium on Chicago School Research.

Bryk, A. S., Easton, J. Q., Kerbow, D., Rollow, S. G., & Sebring, P. A. (in press).
Democratic participation and organizational change: The Chicago school experience. Boulder, CO: Westview Press.

Bryk, A. S., Easton, J. Q., Rollow, S. G., & Sebring, P. A. (1994, September).
The state of Chicago school reform: Phi Delta Kappan, 76(1), 74-78.

Bryk, A. S., & Rollow, S. G. (1992).
The Chicago experiment: Enhanced democratic participation as a lever for school improvement. Issue Report No. 3, 3-8.

Cohen, E. G. (1992).
Staff development for cooperative learning: What do the researchers say? Cooperative Learning, 12(2), 18-21.

Cohen, E. G. (1994).
Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35.

Crow, G., & Peterson, K. (1994).
School principals: Role in restructured schools. In T. Husen & T. N. Postlethewaite (Eds.), International Encyclopedia of Education (2nd ed.).

Elmore, R. I. (1993).
The role of local school districts in instructional improvement. In S. Fuhrman (Ed.), Designing coherent educational policy: Improving the system. San Francisco: Jossey-Bass.

Foster, M. (1993).
Urban African-American teachers views of organizational change. Equity and Excellence in Education. 26(3), 16-24.

Gamoran, A. (1992).

Access to excellence: Assignment to honors English classes in the transition from middle to high school. Educational Evaluation and Policy Analysis, 14(3), 185-204.

Gamoran, A. (1992).
Is ability grouping equitable? Educational Leadership, 50(2), 11-17.

Gamoran, A. (1992).
The variable effects of high school tracking. American Sociological Review, 57, 812-828.

Gamoran, A. (1993).
Alternative uses of ability grouping in secondary schools: Can we bring high-quality instruction to low-ability classes? American Journal of Education, 102, 1-22.

Gamoran, A., & Hallinan, M. T. (1995).
Tracking students for instruction: Implications for school restructuring. In M. T. Hallinan (Ed.), Makingschools work: promising policies and practices. New York: Plenum, pp113-131.

Gamoran, A., & Nystrand, M. (1991).
Background and instructional effects on achievement in eighth-grade English and social studies. Journal on Research in Adolescence, 1(3), 277-300.

Gamoran, A., & Porter, A. (1994).
Teacher empowerment: Can it help teaching and learning? Educators' Notebook, 6(2).

Gamoran, A., Porter, A. C., & Gahng, T.-J. (1995).
Teacher emplowerment: A policy in search of theory and evidence. In B. Levin, W. J. Fowler, Jr., & H. J. Walberg (Eds.), Advances in educational productivity: Organizational influences on educational productivity. Vol. 5 (pp. 175-193).
Greenwich, TC: JAI Press.

Hoffer, T. B. (1992).
Middle school ability grouping and student achievement in science and mathematics. Educational Evaluation and Policy Analysis, 14, 205- 227.

Ladwig, J. G. (1991, Fall).
Organizational features and classroom thoughtfulness in secondary school social studies departments. Theory and Research in Social Education, 19(4), 390-408.

Jenkins, J. M., Louis, K. S., Walberg, H. J., & Keefe, J. W. (Eds.). (1994).
World class schools: An evolving concept. Reston, VA: National Association of Secondary School Principals.

King, M. B. (1991, Fall).
Leadership efforts that facilitate classroom thoughtfulness in social studies. Theory and Research in Social Education, 19(4), 366-389.

Kruse, S. D. (1994).

Redwood Valley Middle School: Shared leadership. In J. M. Jenkins, K. S. Louis, H. J. Walberg, & J. W. Keefe (Eds.), World class schools: An evolving concept (pp. 54-61).
Reston, VA: National Association of Secondary School Principals.

Kruse, S., & Louis, K. S. (1995).
Teacher teaming--Opportunities and dilemmas. Brief to Principals, No. 11. Madison, WI: Center on Organization and Restructuring of Schools.

Ladwig, J. G., & King, M. B. (1992).
Restructuring secondary social studies: The association of organizational features and classroom thoughtfulness. American Educational Research Journal, 29(4), 695-714.

Lee, V. E., & Smith, J. B. (in press).
Effects of high school restructuring and size on gains in achievement and engagement for early secondary school students. Sociology of Education, 68(4), 241-270.

Lee, V. E., & Smith, J. (1993).
Effects of school restructuring on the achievement and engagement of middle-grade students. Sociology of Education, 66(3), 164-187.

Lee, V. W., Smith, J. B., & Croninger, R. G. (in press, April 1997).
Understanding how high school organization influences the equitable distribution of learning in mathematics and science. Sociology of Education.

Louis, K. S., & Kruse, S. & Associates (Eds.),
Professionalism and community: Perspectives on reforming urban schools (pp. 45-75). Thousand Oaks, CA: Corwin.

Louis, K. S., & King J. K. (1993).
"Developing professional community: Does the myth of Sisyphys apply?" In J. Murphy & P. Hallinger (Eds.), Restructuring Schools: Learning from ongoing efforts. Newbury Park, CA: Corwin.

Louis, K. S., & Marks, H. M. (in press).
Teachers' professional community in restructuring schools. American Educational Research Journal, 33(4).

Louis, K. S., & Smith, B.A . (1991).
Restructuring, teacher engagement and school culture: Perspectives on school reform and the improvement of teacher's work. School Effectiveness and School Improvement, 2, 34-52.

Louis, K. S., & Murphy, J. (1994).
The evolving role of the principal: Some concluding thoughts. In J. Murphy & K. S. Louis (Eds.), Reshaping the principalship: Insights from transformational reform efforts (pp. 265-281). Newbury Park, CA: Corwin Press.

Louis, K. S. (1994).

World class schools: What can we learn from examples? In J. M. Jenkins, K. S. Louis, H. J. Walberg, & J. W. Keefe (Eds.), World class schools: An evolving concept (pp. 69-76). Reston, VA: National Association of Secondary School Principals.

Lynn, L. (1994, Winter).
Building parent involvement. Brief to Principals, No. 8. Madison, WI: Center on Organization and Restructuring of Schools.

Lynn, L. (1994).
New directions for principals. Brief to Principals, No. 10. Madison, WI: Center on Organization and Restructuring of Schools.

Lynn, L. (Ed.). (1994).
School-wide professional community. Issues in restructuring schools, No. 6. Madison, WI: Center on Organization and Restructuring of Schools.

Lynn, L. (Ed.). (1994).
Bibliography on school restructuring. Madison, WI: Center on Organization and Restructuring of Schools.

Lynn, L. (Ed.). (1995).
Bibliography on school restructuring. Madison, WI: Center on Organization and Restructuring of Schools.

Lynn, L. (Ed.). (1994).
School-based management -- The view from `down' under. Brief to policymakers, No. 9.

Lynn, L. (Ed.). (1995).
Annotated bibliography of deliverable publications. Madison, WI: Center on Organization and Restructuring of Schools, University of Wisconsin.

Murphy, J., & Louis, K. S. (Eds.). (1994).
Reshaping the principalship: Insights from transformational reforms efforts. Newbury Park, CA: Corwin Press.

Newmann, F. M. (1991, Fall).
Classroom thoughtfulness and students' higher order thinking: Common indicators and diverse social studies courses. Theory and Research in Social Education, 19(4), 409-431.

Newmann, F. M. (1991).
Linking restructuring to authentic student achievement. Phi Delta Kappan, 72(6), 458-463.

Newmann, F. M. (1991, Fall).
Promoting higher order thinking in social studies: Overview of a study of 16 high school departments. Theory and Research in Social Education, 19(4), 323-339.

Newmann, F. M. (1991).
What is a `restructured' school? A framework to clarify means and ends. Issue Report No. 1. Madison, WI: Center on Organization and Restructuring of Schools.

Newmann, F. M. (1992).
A developing design: A framework for a restructured school. In J. Keefe (Ed.), A leader's guide to school restructuring: A special report of the NASSP Commission on Restructuring. Reston, VA: National Association of Secondary School Principals.

Newmann, F. M. (Ed.).
(1992) Student Engagement and Achievement in American Secondary Schools. New York: Teachers College Press.

Newmann, F. M. (1993).
Beyond common sense in educational restructuring: The issues of content and linkage. Educational Researcher, 22(2), 4-13, 22.

Newmann, F. M. & Associates. (1996).
Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.

Newmann, F. M. & Clune, W. H. (1992).
When School Restructuring Meets Systemic Curriculum Reform. Brief to Policymakers No. 3. Madison, WI: Center on Organization and Restructuring of Schools.

Newmann, F. M., King, M.B., & Rigdon M. (in press, 1997).
Accountability and school performance. Harvard Educational Review, 67(1).

Newmann, F. M., Marks, H. M., & Gamoran, A. (1995).
Authentic pedagogy: Standards that boost student performance. Issues in Restructuring Schools, No. 8. Madison, WI: Center on Organization and Restructuring of Schools, University of Wisconsin.

Newmann, F. M., Marks, H. M., & Gamoran, A. (1995).
Authentic pedagogy and student performance. American Journal of Education, 104(4), 280-312.

Newmann, F. M., Secada, W. G., & Wehlage, G. G. (1995).
A guide to authentic instruction and assessment: Vision, standards, and scoring. Madison, WI: Center on Organization and Restructuring of Schools, University of Wisconsin.

Newmann, F. M., & Wehlage, G. G. (1993).
Five standards of authentic instruction. Educational Leadership, 50, 7, 8-12.

Newmann, F. M. & Wehlage, G. G. (1995).
Successful school restructuring: A report to the public and educators. Madison, WI: Center on Organization and Restructuring of Schools.

Nystrand, M., & Gamoran, A. (1993).
From discourse communities to interpretive communities: A study of ninth-grade literature instruction. In G. E. Newell & R. K. Durst (Eds.), Exploring texts: The role of discussion and writing in the teaching and learning of literature (pp. 91-111). Norwood, MA: Christopher-Gordon.

Nystrand, M., & Gamoran, A. (1991).
Student engagement: When recitation becomes conversation. In H. Waxman & H. Walberg (Eds.), Contemporary research on teaching. Berkeley: McCutchan.

Nystrand, M., Gamoran, A., & Heck, M. J. (1993, January).
Using small groups for response to and thinking about literature. English Journal, 82(1), 14-22.

Nystrand, M., & Gamoran, A. (1991, October).
Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25(3), 261-290.

Onosko, J. J. (1991, Fall).
Barriers to the promotion of higher-order thinking in social studies. Theory and Research in Social Education, 19(4), 340-365.

Onosko, J. J., & Newmann, F. M. (1993).
Creating more thoughtful learning environments. In J. N. Mangieri & C. Collins Block, (Eds.), Creating powerful thinking in teachers and students: Diverse perspective [pp. 27-49]. Ft. Worth, TX: Harcourt Brace Jovanovich.

Peterson, K. D., & Warren, V. D. (1994).
Changes in school governance and principals' roles: Changing jurisdictions, new power dynamics and conflict in restructuring schools. In J. Murphy & K. S. Louis (Eds.), Reshaping the principalship: Insights from transformational reform efforts (pp. 219-235).
Newbury Park, CA: Corwin Press.

Porter, A. C. (1993).
Opportunity to Learn. Brief to policymakers, No. 7. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (1991).
Introduction to school restructuring issues. Brief to Education Writers, No. 1. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (Ed.) (1992, Fall).
Restructuring school governance: The Chicago experience. Issue Report No. 3. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (Ed.). (1992).
Information Packet. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (1992, Winter).
Collaborative planning time for teachers. Brief to Principals, No. 2. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (Ed.). (1993, Spring).
Standards of authentic instruction. Issues in restructuring schools, No. 4.

Prager, K. (1992, Fall).
Estimating the extent of school restructuring. Brief to Policymakers, No. 4. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (Ed.). (1993).
Bibliography on school restructuring. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (Ed.). (1992).
Bibliography on school restructuring. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (1993).
Social Capital: The Foundation for Education. Issues in Restructuring Schools, No. 5. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (Ed.). (1992, Spring).
Making small groups productive. Issue Report No. 2. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (1993, Spring).
Collegial process versus curricular focus: Dilemma for principal leadership? Brief to principals, No. 5. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (Ed.). (1992, Summer).
When school restructuring meets systemic curriculum reform. Brief to Policymakers, No. 3. Madison, WI: Center on Organization and Restructuring of Schools.

Prager, K. (Ed.). (1991, Fall).
A framework for school restructuring. Issues in restructuring schools, 1. Madison, WI: Center on Organization and Restructuring of Schools.

Raywid, M. A. (1993).
Finding time for collaroation. Educational Leadership, 51(1), 30-34.

Raywid, M. A. (1994).
A school that really works. The Journal of Negro Education, 63(1), 93- 110.

Raywid, M. A. (1994).
Urban Academy: A success story. In J. M. Jenkins, K. S. Louis, H. J. Walberg, & J. W. Keefe (Eds.), World class schools: An evolving concept (pp. 35-40).
Reston, VA: National Association of Secondary School Principals.

Raywid, M. (1993).
Community: An alternative school accomplishment. In G. A. Smith (Ed.), Public schools that work: Creating community. New York: Routledge, Chapman & Hall.

Reyes, P. (1992).
School cultures: Organizational value orientation and commitment. Journal of Educational Research, 85, 295-302.

Rollow, S. G., & Bryk, A. S. (1993).
Democratic politics and school improvement: The potential of Chicago school reform. In C. Marshall (Ed.), The new politics of race and gender. The 1993 Yearbook of the Politics of Education Association. London: Falmer Press.

Rosenblum, S., Louis, K. S., & Rossmiller, R. A. (1994).
School leadership and teacher quality of work life in restructuring schools. In J. Murphy & K. S. Louis (Eds.), Reshaping the principalship: Insights from transformational reform efforts (pp. 99-122).
Newbury Park, CA: Corwin Press.

Smith, B. A. (1994).
The Westside example: Facilitating high commitment. In J. M. Jenkins, K. S. Louis, H. J. Walberg, & J. W. Keefe (Eds.), World class schools: An evolving concept (pp. 41-48).
Reston, VA: National Association of Secondary School Principals.

Stone, C. (1995).
School-community collaboration: Comparing three initiatives. Phi Delta Kappan, 76(10), 794-800.

Stone, C., & Wehlage, G. G. (1994).
Social capital, community collaboration, and the restructuring of schools. In F. L. Rivera-Batiz (Ed.), Reinventing urban education: Multiculturalism and the social context of schooling (pp. 103-135).
Ephrata, PA: Science Press.

Wehlage, G. G. (1993).
Social capital and the rebuilding of communities. Issue Report No. 5, 3-5. Madison, WI: Center on Organization and Restructuring of Schools.

Wehlage, G., Smith, G., & Lipman, P. (1992, Spring).
Restructuring urban schools: The New Futures experience. American Educational Research Journal, 29(1), 51-93.

Wehlage, G. G., & Stone, C. (in press).
School-based student and family services: Community and bureaucracy. Journal on Students Placed at Risk.


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