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This study focused on a descriptive analysis and evaluation of a community of learners in an elementary school setting. The literature cited seems to indicate that if education reform is to be effective, it is essential that it involve the educators within the schools in the process. The premise is that students will learn, grow, develop, and achieve more meaningfully if they are educated in a community in which the adults are also learning. The current literature, however, tends to contain suggestions rather than concrete examples of a learning community in action. For this reason, the focus of this study has been on a particular school's evolution in living out this concept from its reopening in 1987 through 1993. The process of living out this concept seems to support what the literature indicates as being crucial factors in its development. These factors are leadership, vision, change, and culture. Although these factors are important individually, it is their interrelatedness, which has significantly affected the growth and development of the community of learners. A case study approach that utilized qualitative data from interviews, participant observation, and supporting documents has provided the basis for the description and evaluation of the evolution of this concept. It is evident that the reopening of the Jefferson School in 1987 provided a unique opportunity for its members to build together a community of learners. The data from the study indicate that although the vision of a community of learners originated with the principal, it has been enlarged by a participative process involving all members of the school community. What began as a very "fuzzy" vision has become the framework from which the goals, objectives, and activities of the school originate. Learning is the school's main concern and all the members, adults and children alike, are learners. The data also indicate that enhancing and inhibiting factors have affected this community's development. A collaborative culture of openness has greatly influenced the collegiality of members and allowed for honest confrontations once trusting relationships have been established. Although much progress has been made, opportunities for continued growth need to be explored.

This study examines the effectiveness of an after school reading improvement program in reducing retention and social promotion in an urban elementary school. The study site was the Ruth K. Webb Elementary School, located in northeast area of Washington, D.C. known as "Ivy City." This site was selected because a significant percentage of at-risk students presented behavioral/discipline problems, poor social adjustment, low motivation and self-esteem to their parents, teachers and school administrators. Study participants were 4th, 5th and 6th grade students who were retained in grade or socially promoted to the next higher grade. Teachers, parents and other volunteers participated in this study. Retention and social promotion are two of the most controversial issues facing educators in many urban school districts. The Ruth K. Webb Reading Improvement Program was designed to address this issue. The program provided students with an opportunity to receive intensive instructional assistance in the area of reading skills deficiency. Study services were available to help students advance along the instructional curriculum at his or her own rate of mastery or achievement. Staff development and parental involvement activities encouraged teachers, support personnel and parents to work with students at different readiness and skill levels, motivate the slow learner and creatively utilize a variety of instructional approaches to solve learning problems. Pre-and post-program questionnaires, conferences and evaluations were used to report the study's findings. Study results showed the Webb's Reading Improvement Program was effective in (1) increasing educational performance for the at-risk students as measured by CTBS, diagnostic testing and test scores, report card grades, promotion/retention data and attendance; (2) improved delivery of instruction through use of new and creative techniques as indicated by individualized instruction services, use of manipulative, visual aids and parental involvement as indicated by rosters and monthly sign-in sheets and; (3) providing an environment where academic success as measured by student, teacher, parent involvement was achieved by the at-risk students.

Education is an important aspect in one's life and the importance of well qualified teachers in this process is widely accepted. However, with regard to public urban classrooms, numerous questions linger as to the quality of instruction afforded to children. When it comes to urban school education, many schools find themselves understaffed or staffed with teachers ill prepared for the vigorous education environment in which they are placed. In an attempt to produce better prepared educators, the UCF College of Education/City of Orlando Reading Camp program was designed in part to introduce urban education to preservice teachers at the University of Central Florida. In this research, data was predominantly gathered through the use of surveys administered to preservice teachers. This study ultimately presents the impacts the Reading Camp program have made on the preservice teachers' professional development as well as the necessity for a heightened realistic view of the many challenges urban educators experience daily.

published_or_final_version / Social Work / Master / Master of Social Work

In the papers, educationaljournals and occasionally in farm magazines and other periodicals we read of the unsatisfactory school conditions prevalent in the state of Kentucky. As a citizen, student, teacher and would-be educator in this beautiful state, it appears desirable to determine to some degree whether or not inadequate school programs exist in Kentucky and if so to locate some of the factors determining them. Obviously the field is too broad to be covered in a single investigation. This particular study has been concentrated in one small county of the state. As it proceeded, broader and broader avenues for investigation opened only to be eliminated one by one to a few specific observations treated in this investigation. This is a study of the children appearing on the rolls in the primary grades of all the schools in the county system during the school year 1940-41. It was then determined where these children were twelve years later relative to their scholastic lives.

The purpose of this study was to analyze whether cultural differences existed in forms of aggression and prosocial behaviors among 8 to 10 year old students in Ireland (N=145) and Puerto Rico (N=56) and if the prevalence of these forms of aggression differed between genders. Classroom teachers using the Children’s Social Behavior Scale – Teacher Form (Crick, 1996) rated all students in their classes on relational aggression, physical aggression, and prosocial behaviors. Three 2 (culture) by 2 (gender) analyses of variance were performed on each of the following dependent variables: relational aggression, physical aggression, and prosocial behavior. Teachers reported greater prevalence of relational aggression in Puerto Ricanstudents and greater prevalence of prosocial behavior among Irish students. Nosignificant differences were reported between cultures in physical aggression. Teachersreported higher prevalence of physical aggression among males compared to females andhigher prevalence of prosocial behavior among females when compared to males. Nosignificant gender differences were found in relational aggression. An interaction effectwas found in prosocial behavior with Irish females being higher in prosocial behaviorthan Puerto Rican females and Irish males. This research supports that culturaldifferences exist in relational aggression and prosocial behaviors among 8 to 10 yearviiolds. Gender differences in physical aggression and prosocial behaviors in this agesample were also supported. Future research, and the study's limitations were discussed.

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 138-146).

Thesis (M. Ed.)--University of Hong Kong, 1995. / Appendix 1 folded. Includes bibliographical references (leaf [89-96]).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves [89-96]). Also available in print.