work in organizational culture, motivation, and learning, the exposition
that follows is also firmly grounded in the day to day world of schools. Nu-
merous real, typical, and recognizable examples of school make the theory
concrete and usable. A highlight here is the presentation of two extensive
case studies of schools in the process of enhancing their emphasis on task-
focused goals. We offer these case studies as a realistic portrayal of the chal-
lenge, the trials, the possibilities for, and the processes involved in enhanc-
ing a task-focused emphasis in schools.

So we begin with a theory of school, but it is the way that this conception
is embodied in practice that should provide meaning, encouragement, and a
course of action for those who believe that all students can be successful
under the right circumstances and deserve the very best.

Martin L. Maehr
Carol Midgley

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