ABSTRACT

It would be feasible to use Conley’s dimensions of restructuring (see Conley 1993 and Table 3.1) as the basis for assessing the extent to which the case study schools had become restructured. However, while one accepts the value of the essential interrelationship of the central, enabling and supporting variables, there is a difference between a ‘road map to restructuring’, as he calls it, and a means of analysing how far along the road the schools have progressed.