ABSTRACT
This book describes an investigation into the extent to which a sample of schools can be determined as having restructured their curriculum delivery and management procedures to have become more effective schools: it is therefore interpretive and subjective. The previous chapter sought to demonstrate that restructuring is not a theory, but a process. I have attempted, therefore, to construct a methodology through which the managerial and organisational effectiveness of a school can be examined. There is no ‘perfect fit’; nor is there a best way in which restructuring can be achieved. Restructuring begins by investigating what a school has achieved in order to attain its present status and what it plans to do to maintain and improve upon it.
