Credits & Acknowledgements

Copyright, 1992. Southwest Educational Development Laboratory. This publication was produced in whole or in part with funds from the Office of Educational Research and Improvement, U.S. Department of Education, under contract #RP91002003. The content herein does not necessarily reflect the views of the Department of Education, any other agency of the U.S. Government, or any other source. SEDL is an Equal Employment Opportunity/Affirmative Action Employer and is committed to affording equal employment opportunities to all individuals in all employment matters. Available in alternative formats.

Acknowledgments

Appreciation is extended to number of persons for their role in the production of this manuscript. Several colleagues concerned about the role of context in school improvement efforts were willing to review and critique the manuscript: George Baker, Wes Hoover, Shirley Hord, Deborah Jolly, Sylvia Méndez-Morse, and Richard Tompkins. Assistance in the initial planning stages was provided by Kathleen Fitzgibbon. Although the author alone assumes responsibility for the final document, the advice and editing expertise of Martha Boethel was important to its preparation.

View this item in the SEDL Catalog

Related literature reviews:

Leadership Characteristics that Facilitate School Change

School Context: Bridge or Barrier to Change

Facilitative Leadership: The Imperative for Change