ABSTRACT
This chapter highlights the importance of adaptive organizational structures to support new configurations of teaching, learning and curriculum in the learning-centred school. It begins with a discussion on the bureaucratic and professional elements of schools and the tensions between them. It goes on to elicit principles for adapting structures to support ccre technology. Accounts are then provided of how the grouping of students and teachers can be re-designed along with the flexible use of time and curriculum structures to enhance learning-centredness. A further section considers changes in architecture, physical space and furniture. Three case studies are then presented of innovative schools whose structures have been re-designed to support teaching and learning. Finally, in the conclusion, the integrative nature of the elements of school design is emphasized, as is the need for culturally sensitive solutions to structural change.
