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Effects of the Success for All Model on Kindergarten through Second-Grade Reading Achievement, Teacher Adjustment, and Classroom-School Climate at an Inner-City School.
Peer reviewed Peer reviewed
Ross, Steven M.; Smith, Lana J. – Elementary School Journal, 1994
Examined first-year results of the Success for All (SFA) program, designed to bring every student to grade level in reading by third grade. Found that SFA benefits were most significant at the kindergarten level; teachers were highly accepting of the program; and the program's strengths included cooperative learning, regrouping, tutoring, early…
Descriptors: Active Learning, Classroom Environment, Cooperative Learning, Early Reading
Math and Reading Instruction in Tracked First-Grade Classes.
Peer reviewed Peer reviewed
Ross, Steven M.; And Others – Elementary School Journal, 1994
Examined tracking in a large urban school system with respect to how classroom conditions, resources, and teaching methods compared in 20 remedial and 20 regular tracked first-grade classes. Found that teaching methods and activities varied across subjects but were constant across tracks. (ET)
Descriptors: Classroom Environment, Comparative Analysis, Conventional Instruction, Elementary School Students