Prevention scientists have called for more research on the factors affecting the implementation of substance use prevention programs. Given the lack of literature in this area, coupled with evidence that children as early as elementary school engage in substance use, the purpose of this study was to identify the factors that influence the implementation of substance use prevention programs in elementary schools. This study involved a mixed methods approach comprised of a survey and in-person interviews. Sixty-five guidance counselors and teachers completed the survey, and 9 guidance counselors who completed the survey were interviewed individually. Correlation analyses and hierarchical multiple regression were conducted. Quantitative findings revealed ease of implementation most frequently influenced program implementation, followed by beliefs about the program’s effectiveness. Qualitative findings showed curriculum modification as an important theme, as well as difficulty of program implementation. The in-person interviews also shed light on three interrelated themes influencing program implementation – The Wheel, time, and scheduling. Results indicate the majority of program providers modified the curriculum in some way. Implications for research, policy, and practice are discussed, and areas for future research are suggested.

No description available.

The purpose of this qualitative study was to describe overarching themes that were significant in helping a selected elementary school reach the standards for School of Distinction status. A descriptive case study design was used to identify answers to the overall guiding research question and subordinate questions formulated from the review of literature. A carefully planned sequence of questions was developed for each set of participants aimed at getting a detailed description of the school. Data collection procedures consisted of interviews, classroom observations, and review of school documents. Participants consisted of the principal, nine teachers and nine students from grades, 3, 4, 5 and a total of three parents who have children in these grades. Data from this study were used to compare and analyze key words, phrases, and/or direct quotes in order to identify and describe emerging, overarching, and supporting themes from the following domains: principal's leadership, teacher involvement, class size, student achievement, and parental involvement. Based on literature reviews, these domains were considered to be characteristics that contributed to promoting high student achievement and successful schools. Findings provided supporting themes that were organized around the study's domains. The supporting themes emerged from data triangulation on each of the domains. Based on the data collected and analyzed, the following nine conclusions were identified as contributing to the school's success: (1) a successful school staff maintains an instructional focus; (2) in a successful school, communication occurs among all stakeholders; (3) collaboration among teachers, parents, and the principal occur often in schools; (4) a successful school has a class size below twenty students; (5) a variety of complimentary programs led to school success; (6) a successful school has strong parental involvement; (7) a successful school has a nurturing staff; (8) a successful school has a stable staff; and (9) students perceive a successful school differently than the adults. Implications and recommendations for practice are provided for consideration for school districts with similar demographics to this study. Finally, recommendations for further studies are provided. / Ed. D.

This thesis is a result of a survey of elementary school principals at schools with grades kindergarten through 5th in Virginia to determine whether and how attitudes of principals influence vegetation levels on school grounds. The research also looked to find other contributing factors. Principals' educational backgrounds and age proved to be non-influencing factors. However, gender did influence school grounds with women being more likely to administer school grounds with fewer trees and tree plantings than men. Levels of tree vegetation and tree plantings proved to be highly influential in satisfaction with appearance of school grounds. Non-urban schools were more likely to have higher levels of vegetation than urban schools. Parental, service club, and local business involvement are linked together in respondents' satisfaction with each influencing the perception of the others. Analyses of these results can help groups target schools for grounds improvement projects. By understanding what effect principals have on their school grounds steps can be taken at the level of individual schools, school boards, and communities to help improve school grounds. / Master of Science

The problem of this study was to assess and compare selected student and environmental variables in seven open-area elementary schools carefully matched with seven traditionally-constructed elementary schools on eight different criteria. The hypotheses were formulated to carry out the following four purposes of the study: 1. To determine the differences between the achievement test scores in reading, language, and mathematics of students attending open-area elementary schools and scores of similar students attending traditionally-constructed elementary schools, as measured by the California Achievement Test and the Comprehensive Tests of Basic Skills administered in grades one, two, and three. 2. To determine if there was greater individualization of instruction in open-area elementary schools as measured by the Individualization of Instruction Inventory. 3. To determine if students attending open-area elementary schools evidenced a greater number of positive actions toward school, as indicated by attendance, number of acts of vandalism, and number of suspensions from school shown in official records of the school district.

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

The purpose of this study is three-fold: 1. To make a study of the criteria used in evaluating democracy in the elementary schools. 2. To evaluate how democratic sixteen elementary schools of Hill County are. 3. To offer recommendations for changes that could be made for the improvement of the sixteen elementary schools of Hill County.

The problem of study is a critical evaluation of the Big Spring, Texas, Elementary Schools using The Handbook for Self-appraisal and Improvement of Elementary Schools published in September, 1945, under the direction of Edgar Ellen Wilson, Director of Elementary Education in Texas. The parts in this evaluation under consideration are the children, the teacher, and the program of school life, eliminating the other headings under which a school may be placed.

The purpose of this study is to determine a sound program for using the community resources of Denison, Texas, to improve the elementary schools of that city.