Discusses the education of Melvin Smith, who attended Noyes Elementary School in the kindergarten grade; Larimer School, Dewey School, and Foster School in the elementary grades; Haven Junior High School; Evanston Township High School; and Fisk University. (JM)

Current research has indicated that one of the disadvantaged child's handicaps is a poor self-concept, which is generally reflected in an inability to adjust to the school's middle class setting and which results, in many cases, in educational disadvantage. In modern educational dance, the body is used both as a means of expression and as a…

Volume VII of a Contemporary Research Incorporated report, designed to assess exemplary preservice teacher training for inner-city elementary teachers, contains a brief summary of the procedures, major findings, models of training programs, and teacher strategies reports. (Related documents are SP 006 205, 006 203, 006 202, 006 201, 006 200, 006…

This analysis of the Follow Through program as attempted in Wilmington suggests that the implementation of the experimental treatment is problematic at best, that quantitative analysis of the national results of this quasi-experimental program may provide us with information that is of limited validity and utility, and that the call to treat…

Describes how behavior management and a classroom guidance program were combined and implemented to help a fourth grade teacher gain control of her students in an inner-city school. (Author)

The political settings of elementary school principals are examined. All sampled districts had bureaucracies, but in lower income districts, principals viewed the central office more negatively than did principals in upper income districts. In middle income districts, more bargaining occurred between school and district. Neighborhoods had an…

Students enrolled in EXTRA, a tutorial program in basic reading and mathematics skills, were compared with non-EXTRA students to measure the program's success. EXTRA achieved success in mathematics tutorials but not in its reading program. Implications of findings are reviewed. (Author/DF)

This report considers six schools in two urban districts that made deliberate commitments to improve student performance in early language and literacy--each story is different, yet they all share an important insight: that a school and a model provider can work together to help every child learn to read. As the stories in the report demonstrate,…

The research presented in this paper is part of a larger study that focused on increasing elementary school girls' attitudes toward and achievement in science and mathematics. Teachers from inner-city Philadelphia (n=21) participated in the Sisters in Science Program during the 1997-98 school year. This report presents teachers' reflections and…

Reviews A Foundation Goes to School'' which is an examination of the Comprehensive School Improvement Program. (RB)

The FICSS materials employed a depth-study approach to develop a positive self-concept in each student and to consolidate the pupils' understanding of human behavior. (JB)

Uses data from interviews with mothers from diverse ethnocultural and socioeconomic groups to explore issues of parent roles, access to power, and practices of inclusion and exclusion at an urban elementary school. Results suggest that such efforts become confrontational as competing interests of parents and educators regarding children's…

Describes and interprets how one Aboriginal teacher in Canada used her cultural understandings to build a cross-cultural language arts program for inner-city children. (TB)

This article reports the progress of 13 learning-disabled students after 1 year of planning and 1 year of implementing the "Mainstream Experiences for the Learning Disabled" (MELD) model in an urban elementary school. Students made no significant progress in reading or math and earned lower grades during the implementation year. (DB)