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Family involvement is a viable strategy to address transition issues related to school readiness. The school-family connection can help ensure that the potential of each child is fulfilled as well as bridge the achievement gap. This document utilizes a "School Snapshot" to illustrate that, with careful planning, schools can engage families in helping children get ready for school and transition from grade to grade. In addition, this paper provides descriptions of related research studies that focus on the exploration of issues rather than intervention success, helping to define what is known about effective family and community connections with school efforts. [The National Center for Family and Community Connections with Schools is a project of the Southwest Educational Development Laboratory (SEDL).]

Contrary to the assumption of many educators, research on family and community connections with schools has revealed that parents are interested in their children's academic success regardless of ethnicity, culture, or economic status, although they may not know how to help their children or may feel incapable of assisting them. There are many factors that complicate and sometimes inhibit family involvement with schools, particularly for those families representing diverse populations. Many times, the school's perspective and definitions of the family involvement in school are not the same as those of the families, and these differing viewpoints can create barriers to meaningful participation. Schools that are successful in addressing these problems are able to: (1) build on the cultural values of families; (2) stress personal contact with families; (3) foster communication with families; (4) create a warm environment for families; and (5) facilitate accommodations for family involvement, including transportation, translators, and other similar services. Using "Classroom Snapshots," this paper illustrates how teachers who proactively reach out to parents are often successful in their efforts to foster effective family and community involvement in student learning. In addition, this paper provides brief descriptions of related research studies that help to define what is known about diversity issues related to family and community connections with schools, and can provide further insight into an array of strategies that school staff can use to develop and implement quality family and community involvement efforts with diverse populations. [The National Center for Family and Community Connections with Schools is a project of the Southwest Educational Development Laboratory (SEDL).]

Twenty years of research on school performance has created a body of knowledge that grounds today's school improvement efforts and has resulted in a concise list of characteristics that are common to high-performing schools. As accountability becomes more and more important, educational leaders across the nation are actively attempting to foster these qualities in their schools: (1) A shared understanding of goals and expectations for all involved in the school system; (2) High academic standards clearly defining what students are to know and be able to do; (3) A strong cadre of leaders providing support for the goals and expectations of the school and the school community; (4) Procedures for purposeful collection and analysis of data on students, programs, and staff (5) Strong relationships with family and community partners. Unfortunately, schools and districts commonly expend most of their time and effort developing the first four qualities and neglect to build strong relationships with family and community. These relationships can result in additional support for improvement efforts, and with the ever-increasing demands on schools to continually improve, schools need to maximize every possible resource. If school leaders desire to actively engage families in purposeful actions to support student learning, they need to design an effort that will provide parents with the tools and strategies to do this as well as work with them to insure that they understand how to use these tools. In this document, the author suggests that one of the first steps in this process is to develop purposeful relationships between family members and school staff. Ways to put this idea into practice are explored.

This strategy brief offers a synthesis of recent research into the concept of encouraging family involvement in secondary education, and gives recommendations that may enhance the school's ability to engage families in their children's education. Family-based processes that have been shown to successfully support teenage academic achievement include interactions where families: (1) Talk often with their teenagers about school; (2) Help them make plans for postsecondary education; and (3) Keep them focused on learning and homework during the school year. Additionally, schools are encouraged to adopt specific strategies to create a welcoming culture for parents.

For many schools, the idea of involving families actively in the decision-making and implementation efforts needed for school improvement is intimidating. As can been seen in the "School Snapshot" school leaders play a key role in creating a school culture in which parental involvement is not only accepted but also valued. Schools are now publicly accountable for the achievement of each and every child. However, an often overlooked aspect of this legislation that is intended to help support student learning is the School-Parent Compact. A first step in beginning to initiate collaborative efforts is to define the current status of school and family relations. What factors inhibit or foster family and community interactions with the school and its staff? Successful administrators are able to anticipate the inhibitors and soften their impact while promoting research-based strategies that encourage increased involvement. This document examines an administrator's effort to fill the gap between school staff and the families of students.

In December 2000, the U.S. Department of Education awarded the Southwest Educational Development Laboratory (SEDL) a 5-year contract to develop and refine an educational reform model to help low-performing districts and schools improve student achievement in reading or mathematics. Drawing on over 3 decades of research, SEDL developed the Working Systemically Model around the idea that student achievement improves as schools and districts learn to work together using system-wide instructional and organizational strategies to attain common goals. This approach to education reform emphasizes the importance of having all levels of the system?including teachers and school and district administrative personnel?working together to align their efforts toward the goal of improving student learning. The findings in this report come from analyses of school, district, and SEDL activities supporting the implementation of the Working Systemically Model in 2003?2004. The findings presented here result from the following three questions that guided our research on the implementation of the Working Systemically Model in our school sites: To what extent are low-performing districts and schools building their capacity to align curriculum, instruction, and assessment with state standards?; What strategies are SEDL field staff using to build the capacity of lowperforming districts and schools to align curriculum, instruction, and assessment with standards?; How has student achievement data changed in SEDL's intensive sites over time?

In December 2000, the Southwest Educational Development Laboratory (SEDL) began working with low-performing districts and schools as part of a 5-year research and development effort to create and refine a systemic model for improving student achievement in reading or mathematics. SEDL hypothesized that as districts and schools increase their capacity to work systemically, student achievement will increase. This report is the first look at these districts and schools after 1 or 2 years of work with SEDL, depending on when the site was recruited. The purpose of the report is to describe the progress of work and issues that have emerged as SEDL implemented its Working Systemically model. The findings are based on analyses of site contact records and two rounds of interviews conducted with administrators and teachers in these districts and schools. The findings suggest that SEDL and the 16 districts and 29 schools have made some progress in implementing the model. The majority of activities undertaken by the districts and schools focus on some combination of standards, curriculum and instruction, and assessment. The remaining districts and schools are attending to other priorities and will require assistance from SEDL to connect their activities more directly to student achievement. Appended are: Site Contact Record; Interview Protocols; Profiles of Sites; and Additional Data Summary tables. (Contains 19 tables, 3 figures, and 35 references.) (Author)

Case studies of five small and isolated rural schools in the Southwest focused on their ability to fully implement Comprehensive School Reform Demonstration (CSR) programs over the 3-year period of their federal grants. Data were gathered via interviews with school personnel, classroom observations, document reviews, and telephone interviews with each school's model developers. Findings indicate that the more prescriptive models received more teacher support, whereas the more open-ended programs appeared more fragile. The elementary models included student monitoring techniques that showed continuous student progress. The more open-ended models, used primarily at the secondary level, did not provide this ongoing feedback. Staff development activities played a significant role in providing teachers with necessary knowledge and skills. Resistance to reform efforts lessened as unsupportive teachers left, but training new teachers was problematic. Administrators played an important role in initiating CSR programs, but leadership became less of an issue as the projects moved forward. Attempts to keep parents informed and supportive of the programs were modest. However, two schools found that uninformed parents were apathetic when it came to providing additional financial resources. State academic standards and mandated exams were a major influence on sustaining teacher attention to student progress. Test results provided an inconclusive picture of the relationship between CSR efforts and student performance. Teachers and consultants attributed greater progress to their students than that reflected in state-mandated tests. The rural context did not negatively influence program implementation. Five appendices present summaries for the five schools. (TD)

This research synthesis is the third in a series of reports to help local school, community, and family leaders obtain useful information about key educational issues. This synthesis addresses diversity as it relates to student achievement and school, family, and community connections. (Author)

This booklet contains accounts of 41 successes realized by organizations receiving grants from the National Institute of Disability and Rehabilitation Research (NIDDR) as examples of how NIDRR has experienced success in the following areas: (1) overcoming an identified dissemination "barrier"; (2) reaching new target audiences with needed information; (3) addressing linguistic, cultural, and cognitive diversity among audiences; (4) applying new social marketing techniques that work; (5) achieving a unique impact through a specific dissemination activity; and (6) obtaining individual benefits through utilization of disseminated information. The booklet also includes staff and grantee recognitions and a "Who's in the News" section focusing on media attention reported by grantees in 2002. Each success "story" is told in a brief summary including the name and location of the organization and contact information. (DB)

School board associations in California, Arizona, New Mexico, and Texas jointly commissioned this report to identify common issues in K-12 education along the United States/Mexico border. Surveys returned from 206 school districts within 100 miles of the border indicate that this is a diverse and historically impoverished region with a growing population of primarily Latinos and Whites. Common concerns included inadequate education funding; a shortage of qualified teachers; and significant fluctuations in student enrollment and attendance that make it difficult to predict revenue streams and plan budgets, predict staffing needs, and maintain continuity in instruction. Students who live in Mexico but attend school in the United States force district leaders to choose between enforcing residency rules or educating all children in their binational communities. Responding to family and student needs, border districts typically deliver services such as health and dental care, life and study skills classes, and classes for parents on the American educational system. Policy implications are that districts offering health and social services need additional support, methods for easing the teacher shortage and erratic student attendance must be identified, and state and federal policies must be analyzed to identify conflicts among existing regulations and potential resolutions. In particular, the No Child Left Behind Act of 2001 should be analyzed for the opportunities and challenges it presents. (Contains 43 references.) (TD)

This report discusses low-performing school districts identified by the Southwest Educational Development Laboratory (SEDL). It is based on a 5-year contract in which SEDL tried to transform low-performing schools in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas into high-performing learning communities. The first part of the paper describes the preparation that SEDL undertook for identifying the districts within the five states and the criteria for the selection of sites. A second section gives a brief account of SEDL's experiences in recruiting the sites and its initial work at each locale. The third section identifies and describes the sites in which SEDL is currently working and the status of the project at the end of FY01. The sources of data for the descriptions and charts are the site coordinator, site specialists, and Web sites maintained by the U.S. government or the five state education agencies. SEDL was working at 17 sites by the end of FY01. Most of these were composed of a district team and two schools associated with the district. Although the district sites range widely in size, they all face high poverty, low performance, and high percentages of minority population students. Each site is described in the report. (RJM)

This research synthesis examines key issues in the field of family and community connections with schools. These issues represent critical areas of work where clarification, agreement, and further development are needed, as well as promising new directions that are emerging. After reviewing and examining more than 160 publications, four key issues emerged: that the concept of family and community connections with schools needs to be clarified, that outcomes of family and community connections with schools need to be measured in a consistent way, that the research base for family and community connections with schools needs to be advanced, and that critical areas for research in this field still exist. These critical areas include forging connections with families from culturally diverse backgrounds; connecting families with schools in homework help; connecting school, family, and community for effective school reform; connecting them through developmental approaches and integrated service delivery; connecting them to support student transitions throughout the education system; and developing process-based approaches to make connections. In addressing the issues highlighted in this document, these school, family, and community connections will be better understood and needed knowledge will be created to realize their potential for student learning and students' lives. (Contains 131 references.) (RT)

This report focuses on three major areas of disability research information. Part 1 discusses findings from a series of online focus groups conducted from July 2001 through June 2002 that explored types of additional disability-related research information consumers would like to see. Of the total responses received, persons with a disability reflected the largest respondent group. Respondents wanted more information about the demographic breakdown of the disability community, universally designed products and environments, and other access issues. Part 2 highlights information from selected 2001 and 2002 surveys that investigated the effectiveness of dissemination and utilization activities aimed at people with disabilities and their families. Findings indicate a shortage of qualified special education teachers, an underestimation of the prevalence of attention deficit-hyperactivity disorders, educational discrimination, a digital divide, and lessening of the stigma of special education. Part 3 reports results from a review of the Web sites of the National Institute on Disability and Rehabilitation Research grantees between August 21 and August 30, 2002. Web sites were reviewed for a variety of characteristics including their content offerings and user-friendliness. These results are presented and compared with results from previous reviews. Findings indicate that 67% of grantees have a Web presence. (CR)

To help teachers understand the cognitive development that occurs as children learn to read, the Southwest Educational Development Laboratory (SEDL) has created The Cognitive Foundations of Learning to Read: A Framework. It describes the various cognitive domains that research has shown to be necessary for reading acquisition, and also illustrates the interrelationships that exist among these various cognitive domains. In addition to understanding what is important for all children learning to read, it is also important that teachers understand how to assess individual children's development in each of the cognitive domains the framework describes. To assist teachers in assessing their students' reading development, this paper describes common approaches for assessment for each of the cognitive domains outlined in SEDL's framework of reading acquisition. The paper states that this description of the various assessment techniques can be used to help teachers design their own classroom assessments, and may help teachers to better understand the district or campus assessments already being used with their students. The assessment approaches described in the paper focus on the cognitive development that research has shown to be important for developing early reading skills, but teachers are advised to use a broader sample of assessments to inform their instruction. Referring to the framework, the paper begins with the "top three" elements on the framework: reading comprehension, decoding, and language comprehension. It then moves to a description of assessments commonly used for the various cognitive domains that support language comprehension (background knowledge, linguistic knowledge, phonology, semantics, and syntax). Finally, it discusses assessment approaches commonly used for the cognitive domains that support decoding (cipher knowledge, lexical knowledge, phoneme awareness, letter knowledge, knowledge of the alphabetic principle, and concepts about print). (NKA)

Noting that the evidence of families influence on their childrens school achievement is consistent, positive, and convincing, this report examines research on parent and community involvement and its impact on student achievement. Following an introduction, the first section of the report describes the methods used for selecting the studies; describes what the studies cover; provides a table showing the studies by topic area, by age and grade level, and by design type; and discusses limitations of the studies. The second section of the report synthesizes the studies' findings. This section also provides some pertinent definitions; lists recommendations to help educators put findings to practical use; and presents research findings related to three areas: (1) impact of parent and community involvement on student achievement; (2) effective strategies to connect schools, families, and community; and (3) parent and community organizing efforts to improve schools. The third section provides summaries of the 51 studies, conducted between 1993 and 2002, described in this report. The report finds that there is strong and steadily growing evidence that families can improve their childrens academic performance in school and have a major impact on attendance and behavior. Children at risk of failure or poor performance can profit from the extra support that engaged families and communities provide. All students, but especially those in middle and high school, would benefit if schools supported parents in helping children at home and in guiding their educational career. The report's appendix provides a short history of the research in this field over the past 30 years. (Contains 96 references.) (KB)

School finance issues are of paramount concern to all levels of the education system of the Southwestern Region of the United States. As expectations rise for students and teachers to perform at higher levels and for schools to guarantee the success of all students, the question of how best to support this reform through fiscal measures becomes even more critical. This study, conducted by the Southwest Educational Development Laboratory, will examine fiscal resource allocation in relation to student performance in public school districts across this region. It will be designed to answer the following four questions: (1) What are the expenditure patterns over time in school districts across varying levels of student performance? (2) How do improving school districts allocate their financial resources? (3) What allocation practices have improving school districts implemented that they identify as innovative and effective? (4) What barriers and challenges have improving school districts faced in allocation practices? The results of this study will provide state and local decision-makers with information and strategies for improving the allocation of financial resources to support greater student success. Appendix A includes a data-sources matrix, interviewer guidelines, focus-group guide, letter to survey recipients, and sample survey. (Contains 41 references.) (RT)

The implementation of corrective action to improve low-performing schools and school districts has varied across the nation from verbal reprimands to state and private takeover. Currently, 34 states have formal plans for corrective action. Although little evaluation of the effectiveness of these actions on improving student and school performance has occurred, some evidence indicates a positive impact on student performance. Accountability mechanisms include school and district report cards, the use of achievement test data, and attendance and dropout rates. Low-performing schools can receive various types of aid from state or outside sources. Sanctions can range from reconstitution to school/district takeover by the state or by a private entity. The following should be considered when establishing corrective action: strong leadership at the school site is essential; successful rebuilding appears to require a very clear break with past practices; high expectations and collective responsibility for student learning must be of central importance in the rebuilding effort; professional development and capacity-building are the keys to success; and the role of the district and state leadership is pivotal in determining the success of reconstituted schools. The report concludes with three tables characterizing corrective action mechanisms, assistance, and sanctions in practicing states. (RT)

Mature and relatively less mature learning communities are examined in this paper to uncover the role shared values and vision have played in professional learning community development. It provides an overview of a 5-year, national study examining how professional learning communities within schools are created; a report of findings gathered from principals and teachers in 18 schools after 1 year of implementation of a school vision; and a description of an explanatory framework that describes the main components involved in developing school vision. Results show that incorporating shared leadership, shared vision, collective learning, supportive conditions, and shared personal practice within the professional learning community is important for student success and school improvement. It is critical to understand that the emergence of a strong, shared vision based on collective values provides the foundation for informed leadership, staff commitment, student success, and sustained school growth. Visionary leadership combined with shared and collaborative strategies provide support for faculty to invest time and effort needed to create the school vision. The information revealed in this paper provides insights for schools as they work to create a shared vision based on collective values for establishing professional learning communities. (Contains 24 references.) (RT)

One of a series of booklets on disability research, this paper explores two major developments in the application of information technology: health care informatics and knowledge management. Both of these concepts focus on maximizing the value of, and access to, information resources. Both use technology to create interactive systems through which a range of individuals and groups can potentially find, exchange, augment, and use information. Informatics, however, primarily looks outward, at consumers, clients, and patients, seeking ways to provide information, products, and services that can make health care more effective and efficient. In contrast, knowledge management looks inward, seeking ways to improve the scope, utility, and efficiency of knowledge within the organization. The first section of the paper discusses health care informatics and functional applications of informatics systems such as online databases, electronic journals, online support groups, computer-based patient record systems, disease management systems, and customer relationship management systems. Individuals who use these systems, and the benefits and advantages to health care informatics are reviewed, along with issues regarding access and information quality and reliability. The second part of the booklet explores knowledge management, how it works, and the importance of knowledge management within a disability research organization. (Contains 30 references.) (CR)

Across the Southwest Educational Development Laboratory's five-state region, state departments of education and state legislators are working to strengthen reading programs, raise student reading achievement, and help struggling readers. People now realize that reading proficiency is the key to high student achievement. This report summarizes the initiatives and legislation in place or under consideration in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Arkansas has developed the "Smart Start" initiative for Grades K-4, an initiative which aims to increase reading and math achievement at the lower grades to create a strong foundation for academic success. At every elementary school, Louisiana legislated the implementation of a reading program designed to teach students to read on grade level by no later than third grade. New Mexico has put much effort into establishing standards and benchmarks for all grade levels in all subject areas and has received an "A" from "Education Week" for its efforts. Oklahoma's Reading Sufficiency Act took effect on July 1, 1998. The act aims to ensure that each child attains the necessary reading skills by completion of third grade. In Texas, the Texas Reading Initiative consists of several components: increasing teachers' knowledge of their students' reading skills in K-3 through assessment; providing research-based information to educators through two documents, "Good Practice" and "Beginning Reading Instruction"; professional development; and parent involvement. (NKA)

This report presents activities, accomplishments, and conclusions of the Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST) for the fiscal years 1996-2000. SCIMAST was established in 1992 and supports mathematics and science learning in the states of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. This report is organized into five sections: (1) overview; (2) implementation and management; (3) quality and utility; (4) outcomes and impacts; and (5) summary and conclusion. For the long term, SCIMAST will support educational change for high quality mathematics and science education in the Southwestern region. The appendices include activities over the last five years by state, performance indicator report, SCIMAST cost share, and summary impacts as reported by the Professional Development Awards (PDA) projects. (YDS)

This report examines the relationship between philanthropy and public schools in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas served by the Southwest Educational Development Laboratory (SEDL). While begun as a project to build understanding and to support institutional planning, this report speaks also to local school leaders, the philanthropy community, and educational policymakers. The report provides a stimulus for dialogue with each of these groups to help refine and clarify the insights gained, with the ultimate object of fostering shared understanding. The study sought to understand what kind of philanthropic support public schools are receiving and what they might expect from philanthropic sources. Two secondary purposes were to assess whether SEDL might play a useful role in assisting schools in the quest for philanthropic support and/or in providing research-based information to help donors in their decision-making about contributions to school reform. The following questions were asked in the report: (1) How much support from philanthropic sources goes to public schools in the region? (2) How is the giving distributed? (3) Which are the most active grant makers and what are their characteristics? and (4) Is there a role for SEDL in providing research-based information or other services for philanthropic organizations? Appendixes list gift revenues for top-receiving districts by state, and organizations making grants in the southwestern region. (DFR)

A two-tier intervention study was designed to provide descriptive models of constructivist learning environments supported by appropriate technology, as they emerged in project classroom. Tier 1 was a collective case study of approximately 150 classrooms in 5 southwestern states whose teachers received training in applying technology. Tier 2 consisted of detailed case studies of six teachers and how they created constructivist learning environments. The project focused on classrooms with high populations of traditionally underserved students, including economically disadvantaged, linguistically diverse, rural, American Indian, and Mexican American students. The intervention consisted of assistance to participating teachers in technology planning, professional development, and follow-up assistance and support. Findings indicate that (1) while teachers with only one computer can and did change their practice, that change was minimal compared with that observed in classrooms with more computers; (2) knowing how computer technology can be used to enhance learning and being able to plan effective learning activities were more important than having strong personal computer skills; (3) professional development that engaged teachers as learners and modeled the integration of technology with learner-centered approaches enabled many teachers to implement technology and constructivism concurrently; (4) rather than a single model, a range of constructivist practices supported by technology emerged; (5) more change in teaching practice and technology use occurred at sites where more teachers participated; and (6) the change process varied with different teachers. Appendices present an overview of the case studies, the six case studies, case study interview questions, and other research materials. (TD)

Case studies of five small and isolated rural schools in the south-central United States examined their participation and success in the Comprehensive School Reform Demonstration (CSRD) program. The schools included three elementary schools and two K-12 unit schools serving 71-473 students. All were at least 50 miles from a metropolitan area and were Title I eligible. Each school was receiving approximately $50,000 per year for 3 years to underwrite CSRD costs. Site visits took place in the fall and spring of the first year. At each school, the study examined which schoolwide reform model was chosen and why, challenges and barriers to implementing the chosen model, the role of the model developer in program implementation, and how the rural context affected progress. The studies found that the funds awarded generally were sufficient for program implementation. Program developers were able to provide quality training and support despite the schools' isolation and small size. Teachers recognized the fit between the models chosen and school needs. CSRD models that were more prescriptive were implemented very quickly, and teachers observed significant pupil gains in related skills. Less prescriptive models were implemented more slowly and were subject to some teacher skepticism and indifference. State accountability systems played a major role in motivating schools to participate in CSRD. Parents and community members were minimally involved in CSRD implementation. Small school size seemed to facilitate internal communications and problem solving. Appendices contain case study details and data collection forms. (SV)

The Comprehensive School Reform Demonstration (CSRD) program is a federal initiative to introduce and reinforce comprehensive reform programs in schools. The Southwest Educational Development Laboratory developed a survey to gather information from CSRD-awarded schools in the southwestern United States on their initial progress in implementing the CSRD program. This report examined the results of the implementation status at two different times for all CSRD schools in the region. Surveys were collected from 244 schools at the first administration and 237 schools at the second administration, with respondents ranging from 310 to 2,282 in the 5 states (Arkansas, Louisiana, New Mexico, Oklahoma, and Texas). In general, the perceptions of respondents toward the implementation of the CSRD program were positive, although findings suggest some areas that may benefit from further attention. Teachers and principals were seen as the stakeholders who were involved both in planning for implementation and implementation. Finding also indicated that school-level, but not district-level, policies and communication were facilitating the program's implementation. Findings in the area of leadership suggest that school leaders are doing a skillful job in setting a positive tone for change, promoting vision for the program, facilitating structural changes, providing resources and training, and promoting student learning and achievement. Findings also suggest that professional development issues require further study and an increased focus. Nine appendixes contain the survey and survey results for the five states. (Contains 18 figures and 54 tables.) (SLD)

This report, in six chapters, discusses various aspects of mentoring teachers. The first chapter, an introduction by Diane T. Pan and Sue E. Mutchler, reviews the history of teacher mentoring in Texas since 1988 and describes the Southwest Educational Development Laboratory's (SEDL) Teacher Mentoring Research Project. Chapter 2, "Lessons from Research on Teacher Mentoring: Review of the Literature," by Sue E. Mutchler, grounds SEDL's research in current understandings of teacher mentoring. Chapter 3, "Teacher Mentoring Survey of Texas School Districts: Summary of Results," by Diane T. Pan, presents findings and analysis of the statewide survey. Quantitative analysis of administrative data from three case sites are given in chapter 4, "Mentoring Beginning Teachers: The Implications of Contextual Conditions," by Kelly S. Shapley and Joan Bush. Chapter 5, "Lessons from the Field: Case Studies of Three Districts," by Robert W. Glover and Sue E. Mutchler, gives a report and analysis of findings from qualitative research done at three case sites. Conclusions, implications, and recommendations that draw from findings of all study data sources are presented in the final chapter of this report. Appendices consist of the statewide survey instrument and an annotated bibliography of additional resources on mentoring. (Contains 44 references.) (RT)

This report describes the Organizing for Diversity Project, which generated professional development modules to prepare teachers to work more effectively with diverse students. Prototype modules were developed in collaboration with teacher volunteers, then field tested. The final 11 modules, which included 33 hours of training, were designed for implementation over 9 months. They emphasized: the importance of effective intercultural communication in the classroom; views of culture; cultural influences and the socialization of children; dimensions of cultural variability; strategies of acquiring culture-specific knowledge; and interviewing as a strategy to acquire culture-specific knowledge. Data analysis involved comparing entry and exit scores on quantitative measures and analyzing qualitative data sources for changes over time across four variables (awareness, knowledge, beliefs, and skills). Teachers' awareness about their own cultural identity increased, though perceptions about cross-cultural adaptability did not. Knowledge about the impact of culture on classroom interactions increased. Teachers showed a mixed pattern of changes in beliefs about culturally and linguistically diverse students. Their skills increased related to preventing/managing culture clashes in the classroom. (Contains 58 references.) (SM)

This paper describes the development of a framework to better understand how teachers think about and approach instructional practices. Over 1 year, researchers worked with teacher groups in 5 schools, exploring their perspectives, experiences, and understanding about teaching through observations, interviews, journals, and dialogues. The researchers created a framework that described the teachers' many messages and ideas. Four domains organized teachers' thinking: curricular context, assessment and student data use, instructional practices, and professional vision of teaching. Each group had ways of talking and acting that influenced the extent and pace of their discussions. Groups voice quickly suppressed individual teacher views. There were four distinct tensions in how teachers described their work: Who is responsible for student performance? What does it mean to work with other teachers? What is happening in the classroom? and What is the big picture? Individually, teachers identified tensions that connected to tensions noted in group conversations. The tensions related to responsibility, professional culture, and focus on learning. Each tension had many dimensions and polarities. Within these collegial communities, teacher developed their confidence and refocused their practices, moving from habits of thinking mostly about the instructional problem to habits of thinking first about the learner. (Contains 28 references.) (SM)