Questions For Further Research

Throughout this paper, the context of schools has been presented as a set of factors. Though these factors were discussed individually, it has been noted that they are both interrelated and interdependent. It also has been asserted that it is precisely because of these interrelationships that context is important to school leaders seeking to improve schools for at-risk students. The literature supports the idea of these interrelationships. However, exactly how these factors affect each other is not clear in the research. One may hypothesize from personal experience in schools the results of these interactions. However, due to the site-specific nature of context, these generalizations may or may not hold true in another school setting. Further research is needed to clarify exactly how these elements are interrelated and, indeed, what effects the various factors alone have on any other factor. In addition, there may be other elements that contribute to the interrelationships among the elements of context.

Discussed earlier in this paper, a norm of experimentation has been identified as supporting school improvement. Some have theorized that the technology available to schools today may encourage the development of this norm because it "requires [teachers] to give up long-held beliefs about teaching and learning and to devise instruction that embodies new goals and approaches" (Sheingold, 1991, p. 19). Others (e. g. Collins, 1991; David, 1991) have suggested other influences of technology on change. The role of technology in facilitating or impeding school improvement efforts seems to provide an area for further research as well.

Further study is also needed regarding exactly what leaders may do to reduce the effects of barriers to change and strengthen those elements that seem to support change. What might leaders do, for example, in schools where a strong culture exists, yet that culture does not provide support for school improvement efforts for at-risk students? How might the context support changes for at-risk students that will be sustained even if the leader leaves the school?

Case studies of schools that have a history of change, as well as those beginning change efforts, are being conducted to examine these and other questions about how leaders successfully bring about change in schools that improve schooling for at-risk students. The context of these schools and specific factors that create bridges or barriers to change will be examined. It is expected that these studies will provide insight regarding the interrelationships between various elements of context.