The issue of high school reform has received national attention during the first part of the 21st century. One idea brought forth in this restructuring effort has been the desire to create high schools with smaller student populations. However, in an era of tight budgets, where resources are not always available to build more schools, educators have explored the possibility of dividing existing large high schools into smaller units. This restructuring approach has many titles, but is frequently referred to as a Smaller Learning Community (SLC). Since 2000, the federal government has pledged $245 million to schools willing to create SLCs. This research has studied the schools in Florida that have received the federal implementation grant and have established SLCs. The 39 Florida high schools that were awarded the federal grant in 2000, 2001, and 2002 served as the population for this study. Twenty schools in the population completed a 45-item survey which measured implementation of five key SLC elements:(a) accountability, (b) autonomy, (c) identity, (d) instructional focus, and (e) personalization. Based on the survey results, an implementation score was determined for each participating school. Based on 5-point Likert scale (with a not applicable option) for the 35 questions that pertained to the five elements, a total score of 175 was the maximum amount possible. Individual responding school scores ranged from 104.7 - 157.1. The overall implementation score was also correlated with selected school indicators. Survey respondents also provided rationale for the implementation of SLCs and perceived benefits to students, teachers, and parents. In general, the survey respondents agreed that SLCs at their schools addressed the five key elements. The implementation scores and teacher comments, however, provided evidence that the levels of implementation of SLCs across the state varied in terms of the elements. Suggestions for future research and educational practices are provided

Classroom teachers determine how reading is taught and their decisions are influenced both by the policies instituted by local, state and national agencies and the beliefs teachers hold. Teacher decision making strongly influences the teaching of reading in classrooms. Marzano (2003) stated, â â ¦ all researchers agree that the impact of decisions made by individual teachers is far greater than the impact of decisions made at the school level (p. 71). Snow, Burns and Griffin (1998) state "quality classroom instruction in kindergarten and the primary grades is the single best weapon against reading failure" (p. 343). Research on teacher decision making developed in the early 1980's, yet little current research focuses on decision making concerning reading instruction. Often studies examine primary level reading instruction and if grades beyond primary are investigated, comprehension is the center of the examination (Durkin, 1978). The purpose of this dissertation was to examine the decisions 2nd, 3rd and 4th grade experienced teachers make in their reading instructional practices. A case study approach was used with an analysis of data from field based observations and semi- structured interviews of 7 public school classroom teachers in one school. Artifact analysis from teacher samples and an analysis of reading instructional policies within the school and schools system were used to expand the analysis of data. Three major themes were identified: (1) grouping; (2) instructional focus; and (3) strategies. Major differences were found between second grade, where students did not take the state mandated testing (SMT), and third and fourth grades where students were required to take the state mandated testing (SMT). Second grade teachers focused their reading instruction on the aesthetic components of reading with the purpose of developing readers who found enjoyment in reading. Third and fourth grade teachers focused their reading instruction on preparing students for test taking. This dissonance in reading instruction created a gap, or chasm in the decisions made about reading instruction in these grades. The chasm appeared to be based on the dissonance of purpose for grade levels. The emphasis on passing the SMT greatly affected the purpose of teacher decisions on the third and fourth grade levels, and this purpose is influenced by local, state and federal policy of accountability by high-stakes testing. / Ph. D.