Discusses difficulties encountered by elementary students and teachers in classrooms where many students enroll, withdraw, or both during the school year. Patterns and effects of mobility are discussed. Recommends specific aids for teachers of students who change residence unpredictably. (GH)

Focuses on how teacher participation in professional development activities impacts science instruction in middle school classrooms. Classroom observations and teacher interviews were employed to examine the use of equitable teaching strategies. Contains 30 references. (DDR)

The Norfolk, Va., Public Schools began to close the gap with powerful learning, new instruction, and support.

The focus of this report is the way standards are influencing instruction in Philadelphia classrooms and how the various parts of the system are working together to support standards-driven instruction at the classroom level. The 1996-97 school year was still an early one in the implementation of standards-based instruction in Philadelphia. The…

Teachers' perceptions of the effectiveness of thirty teaching techniques were examined through responses to a questionnaire. Participating teachers were 424 elementary, junior high, and high school teachers in a school district in western Pennsylvania. The schools were classified as inner-city, other-city, and suburban. The data were analyzed by…

DOES LATIN HAVE A PLACE IN LARGE-CITY SECONDARY SCHOOLS HAVING A HIGH PROPORTION OF CULTURALLY DISADVANTAGED PUPILS. EXPERIMENTAL TEACHING OF NEGRO DISADVANTAGED PUPILS FINDS THE ANSWER TO BE YES, AND GIVES RISE TO PROPOSALS FOR STARTING AND IMPROVING SUCH COURSES. THE FIRST AIRLIE HOUSE CONFERENCE ON TEACHING THE CLASSICS PROVIDED PRINCIPLES FOR…

This book reports on the professional development program Model Science Lab Project which provides a new perspective of science teaching and learning to both teachers and students. During the project, participants benefited from additional time during the study year, science content training, pedagogy training, curriculum resources, reduced…

What happens in a classroom that fosters the Harvard Project Zero teaching for understanding framework? That is the initial inquiry for this pilot ethnographic study of African American fifth graders in an urban public school. The study sets out to show how children are engaged in a class set up to understand science and mathematics. Themes…

Discusses the attitudes of high school teachers and students toward "Urban English" and describes the advantages of an exchange of letters between students and their teachers. (DD)

Discusses factors that will aid teachers in their efforts to spark inner-city students to understand modes of discourse and therefore write interesting themes. (Author/RL)

Commentary based on Frank Riessman's book "The Inner-City Child." Concludes that whatever is done to build on the strengths that inner-city children bring to school will be done by individual school people who find the personal and professional strength to do it. (Author/IRT)

A 5-second constant time delay procedure was used to teach 10 word definitions to 3 fifth grade students with mild learning handicaps. All students learned the definitions in 8 to 9 sessions with students maintaining correct responding at 6, 10, and 14 weeks after training. Generalization was also observed. (Author/DB)

How Black and Hispanic students' perceptions of classroom instruction affects their academic achievement was studied. Black students' perceptions of their teachers' instructional time and structuring comments significantly explained their gain in reading achievement. Hispanic students' perceptions of their teachers' pacing significantly explained…

This study examined the perceptions of 249 trainees in graduate teacher education courses, both regular and special education, concerning the frequency and importance of teaching methods modeled in their professional training. Results indicated that most trainees had experienced little variety in instructional practices and that they tended to…