ABSTRACT
This chapter attempts to find that order underlying successful elementary school improvement efforts. By examining richly detailed, longitudinal descriptions of four schools’ reasonably successful efforts to implement very different improvement programs, the chapter examines common elements from the perspective of High-Reliability Organisations (Roberts, 1993; Stringfield, 1995). Data indicate that differing implementations among the four schools share common characteristics. Those characteristics are shared with other organisations charged with maintaining very high reliability while achieving different goals within society. Implications of the findings for improving schooling are examined.
