Cheryl Taylor Desmond is Associate Professor in the Department of Educational Foundations at Millersville University.

• ForewordPreface Introduction 1. Cui Bono? 2. The Endicott Johnson Ethos 3. Community Disequilibrium 4. A Daring New Vision 5. The Rigorous Wrestlers of Power 6. Praxis and Knowledge/Power 7. Outlawing the Bell-Shaped Curve 8. Leading 9. Learning-Teaching-Leading 10. The Work of Reforming Schools NotesBibliographyAcknowledgmentsIndex

"Cheryl Taylor Desmond shows particular keenness in understanding the totality of school district institutionalism and cultural interdependence between the district and community. She has also selected significant concepts to explain the transformation process of a school district. Most importantly, the points raised regarding school reform as a process dependent on 'social-institutional contexts' and empowering leaders gives programmatic and quick-fixes in education new meaning." — Flora Ida Ortiz, University of California, Riverside

Cheryl Taylor Desmond is Associate Professor in the Department of Educational Foundations at Millersville University.

• ForewordPreface Introduction 1. Cui Bono? 2. The Endicott Johnson Ethos 3. Community Disequilibrium 4. A Daring New Vision 5. The Rigorous Wrestlers of Power 6. Praxis and Knowledge/Power 7. Outlawing the Bell-Shaped Curve 8. Leading 9. Learning-Teaching-Leading 10. The Work of Reforming Schools NotesBibliographyAcknowledgmentsIndex

"Cheryl Taylor Desmond shows particular keenness in understanding the totality of school district institutionalism and cultural interdependence between the district and community. She has also selected significant concepts to explain the transformation process of a school district. Most importantly, the points raised regarding school reform as a process dependent on 'social-institutional contexts' and empowering leaders gives programmatic and quick-fixes in education new meaning." — Flora Ida Ortiz, University of California, Riverside

Cheryl Taylor Desmond is Associate Professor in the Department of Educational Foundations at Millersville University.

• ForewordPreface Introduction 1. Cui Bono? 2. The Endicott Johnson Ethos 3. Community Disequilibrium 4. A Daring New Vision 5. The Rigorous Wrestlers of Power 6. Praxis and Knowledge/Power 7. Outlawing the Bell-Shaped Curve 8. Leading 9. Learning-Teaching-Leading 10. The Work of Reforming Schools NotesBibliographyAcknowledgmentsIndex

"Cheryl Taylor Desmond shows particular keenness in understanding the totality of school district institutionalism and cultural interdependence between the district and community. She has also selected significant concepts to explain the transformation process of a school district. Most importantly, the points raised regarding school reform as a process dependent on 'social-institutional contexts' and empowering leaders gives programmatic and quick-fixes in education new meaning." — Flora Ida Ortiz, University of California, Riverside