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Lessons in the Field: Context and the Professional Development of University Participants in an Urban School Placement.
Richards, Janet C.; Gipe, Joan P.; Moore, Ramona C. – Research in the Schools, 1995
A qualitative inquiry describes the sociocultural aspects of an urban elementary school serving as the context for a reading/language arts early field experience and examines how the sociocultural factors of this school contribute to the professional development of the preservice teachers who work there and their three supervising teachers. (SLD)
Descriptors: Cooperating Teachers, Elementary Education, Field Experience Programs, Higher Education
Retention across Elementary Schools in a Midwestern School District.
Gurewitz, Sim; Kramer, Jack – Research in the Schools, 1995
Rates of retention over a five-year period were analyzed by grade, school, and the socioeconomic status of each of 32 elementary schools in a Midwestern district. Analysis of variance revealed that schools of middle socioeconomic status retained students at a significantly higher rate than did schools of low or high socioeconomic status. (SLD)
Descriptors: Academic Failure, Elementary Education, Elementary School Students, Grade Repetition
Small Is Far Better.
Nye, B. A.; Achilles, C. M.; Boyd-Zaharias, J.; Fulton, B. D.; Wallenhorst, M. P. – Research in the Schools, 1994
The Lasting Benefits Study is following up the effects of small class size on the achievement of elementary school students in Tennessee's Student/Teacher Achievement Ratio Project (Project STAR). Results show improved achievement for participants in small classes up through grade 3 that last at least through grades 4 and 5. (SLD)
Descriptors: Academic Achievement, Class Size, Elementary Education, Followup Studies