Now showing items 1-10 of 10
CRESPAR Report #48: Four Models of School Improvement: Successes and Challenges in Reforming Low-Performing, High-Poverty Title I Schools
In this comprehensive report, the authors examine four distinct processes for reforming nine low-performing Title I schools in challenging high-poverty contexts.
CRESPAR Report #44: Classroom Cultural Ecology: The Dynamics of Classroom Life in Schools Serving Low-Income African American Children
The purpose of this study was to gain descriptive insights into the routines, practices, perceptions, and interactions that constitute the everyday ecology of classrooms serving African American children from low-income ...
CRESPAR Report #43: The Role of Cultural Factors in School Relevant Cognitive Functioning: Description of Home Environment Factors, Cultural Orientations, and Learning Preferences
This report examines certain home cultural factors, cultural orientations, and learning preferences of African American school children from low-income backgrounds in order to document the relationship of prior cultural ...
CRESPAR Report #49: National Evaluation of Core Knowledge Sequence Implementation: Final Report
This is the final report of a three-year evaluation of Core Knowledge Sequence implementation in 12 schools nationwide. The Core Knowledge Sequence, a whole-school curricular reform model, provides a planned progression ...
CRESPAR Report #50: Core Knowledge Curriculum: Five-Year Analysis of Implementation and Effects in Five Maryland Schools
This is the final report from a five-year, matched-control study of five Maryland schools that began implementation of the Core Knowledge Sequence in the fall of 1994. This report provides both longitudinal implementation ...
CRESPAR Report #46: Lessons for Scaling Up: Evaluations of the Talent Development Middle School's Student Team Literature Program
Comprehensive school reform efforts are an increasingly visible part of the educational landscape. Policymakers, educators, and researchers are eager to assess the effectiveness of these models, especially regarding their ...
CRESPAR Report #45: An Inside Look at Success For All: A Qualitative Study of Implementation and Teaching and Learning
This is the final report of a two-year qualitative study of three elementary schools implementing the Success for All program. Success for All (SFA) is a research-based reform model that organizes resources to focus on ...
CRESPAR Report #47: A Two-Way Bilingual Program: Promise, Practice, and Precautions
In spite of political pressure, bilingualism is emerging as a strategy for improving the academic achievement of all students. Two-way bilingual or dual-language programs integrate language-minority and language-majority ...
CRESPAR Research and Development Report
This report includes: U.S. Renews Center at Johns Hopkins and Howard Universities for Five Years with $36.5 Million; A Howard University Quarterly Review of Issues Incident to the Education of Black People; and Recent ...
CRESPAR Report #42: The Role of Cultural Factors in School Relevant Cognitive Functioning: Synthesis of Findings on Cultural Contexts, Cultural Orientations, and Individual Differences
For many African American children from low-income backgrounds, cognitive performance can be enhanced in contexts thematically characterized by aspects of Afro-cultural ethos. This report presents and describes the results ...