This study, part of a larger ethnographic study of elementary students categorized as at-risk, attempts to determine whether the labelling of students affects teachers' expectations of, and behavior toward, at-risk students. The beliefs of a teacher sample of five women, three Hispanic and two Anglo, at two urban schools in the Southwest with…

Mental health clinical services research has emphasized the urgency of developing new psychometric instruments for non-biased psychological assessment of minority and non-minority children of diverse cultural groups in the United States. Background multicultural standardization and validation information is presented for Tell-Me-A-Story (TEMAS)--a…

This paper is based on a compilation of the first two phases of longitudinal research on desegregation effects now being conducted in the Kalamazoo Public Schools. The purpose of the Phase I study was to obtain baseline data during the spring of 1971 prior to the desegregation of the Kalamazoo Public Schools, which was initiated in the fall of…

African-American parents whose children attended 12 different Baltimore City Public Schools (Maryland) made it clear while participating in a focus group that white teachers have a lot to learn about teaching their children. Forty-three parents whose children were involved in an enrichment program at an urban community college emphasized that they…

What are the thoughts of exemplary teachers from high poverty schools on linguistic diversity and cultural responsiveness? What do inner-city children say about their best teachers? In focus groups, faculty and students from high poverty schools were asked about the qualities and characteristics of exemplary urban teachers. One focus group…

Examines Project IMPACT, a school-based teacher enhancement model for elementary mathematics instruction designed to improve student performance and support teacher change in predominately minority schools. Comparative data show IMPACT schools having significantly higher mathematics achievement scores that are persistent over time. Instructional…

Reports the differences found in intellectual achievement responsibility, attitude toward school, and self-esteem of black male elementary school students attending the Milwaukee African American Immersion Academy compared to those attending a traditional Milwaukee school. It was determined that Immersion Academy children performed better than…

Describes the use of a telecommunications network by elementary school students in Texas for doing extra-credit homework. A pilot project in an innercity school that used equipment provided by a local corporation is described, use of the network during summer vacation is examined, and expansion of the program is discussed. (six references) (LRW)

Reports on an ethnographic study of a fourth-grade bilingual classroom that examined the culture created in the classroom and how children were socialized to it. The author argues that for culturally diverse, at-risk students to succeed, the culture of the classroom must be different in its roles, values, beliefs, and expectations than what exists…

Provides an evaluator's view of the quantitative effects of the Core Knowledge Sequence, a content-based K-6 curriculum model, and other reforms at Hawthorne Elementary School (Houston, Texas). Pretest and posttest results show increased academic performance in reading, writing, and mathematics, based on Texas Assessment of Academic Skills…

Many school systems have so much difficulty when it comes to educating students between the ages of 12 and 15. There seems to be perennial dissatisfaction with how public schools educate these "young adolescents." The grade configurations of schools varied, but the dominant pattern was eight years of primary school followed by four years…

The Community Achievement Project in the Schools (CAPS) is a public-private partnership between the Untied Way of New York City and the New York City Board of Education. As part of a dropout prevention initiative, CAPS is designed to integrate the services of community-based organizations and schools. The Teachers College of Columbia University…

The Research for Better Schools Urban Education Project is working with teachers in Baltimore (Maryland) and Washington (District of Columbia) to reduce the alienation of many urban students by exploring how to align what students bring to school with classroom learning. This effort is centered around the concept of learner experience, an…

Robert W. Coleman Elementary School in Baltimore (Maryland) is a school that is exemplary by virtue of its efforts to build on the strengths of students and the community. Although it is not yet a model of curriculum or instruction, it operates in an ethical and theoretical framework with much to say to the urban educator. The school, which serves…

The Research for Better Schools Urban Education Project is working with educators in Baltimore (Maryland) and Washington (District of Columbia) to explore how to align what students bring to school with classroom learning. This effort is centered around the concept of learner experience, an outgrowth of the project's Urban Learner Framework (ULF),…