The SoCial Structure of School and Reforni: A Case

This paper is concerned 'with the impact of the individually Guided Educaticn/Secondary'Project (IGE/S) in a middle school. Participation observation is used to understand how the intervE!tion process is incorporated into everyday patterRs and norms of the school. No individualization of instruction cccurred. The 'findings suggest that-basic teaching assumptiolts of the middle.school staff remained unchallenged. Teachers saw the problem.of reform as maintaining control and discipline so students would acquiesce to-the,authority of professionals. The IGE/S'activities wade the prevailing school orientations seem psychologically appealing. Further, the reform fundtioned externally to legitimate the school program within the larger communities. (Author) *******************************************************************4*** DocuMents acquired by ERIC inClude many informal unpublished * materials hot available from cther sources. ERIC makes every effort * * tc ontain the best copy available. Nevertheless, items of margina