The problem of this study was to determine whether differences exist between elementary and middle school campuses that participate in University Interscholastic League (UIL) academic activities and similar campuses that do not participate. The Texas Education Agency Academic Excellence Indicator System (AEIS) furnished data from 1993 through 1997 for this ex post facto comparative research. Using all Texas Assessment of Academic Skills (TAAS) scores for grades 3 through 8, economically disadvantaged population data, attendance rates and campus accountability ratings, 12 hypotheses and 4 research questions were addressed.

This research investigated the strategies used by school administrators in selected high schools to prevent or reduce gang-related activity and violence. Interviews were conducted with six high school principals, six assistant principals, fifteen staff members and eleven students. All of the students were gang members. The results of the study showed that there are gang members in all schools, but that their gang activity at school is curtailed by some specific strategies.

The purposes of this study were to: (a) determine the effects of Senate Bill 7 on expenditures in Texas school districts, (b) compare similarities and differences in expenditures among property-poor, medium-wealth, and wealthy-districts, (c) analyze spending patterns in light of equalization efforts, and (d) provide useful data to researchers in the area of equalization and adequacy.

The problem of this study was to determine whether the advance organizer would affect students' perception of instructor communication competence. The study also sought to determine any effect the organizer would have on student achievement.

This study investigated the use of interdisciplinary computer-based simulations compared to traditional teaching methods. The academic intrinsic motivation of gifted and non-gifted students was analyzed using a quasi-experimental design, similar to a pretest/posttest design.

The purpose of the study was to examine the impact that hypertext and hypertext design on the cognitive process. The study used two identical computer based lessons. One set of lessons used a complete set of hypertext resources that supported all of the learning objectives throughout the lessons. The other set of lessons focused the hypertext resources by limiting them to the immediate learning objective.

Success For Life (SFL) is a brain research-based program for children, birth through age six. This research examined the development and implementation of SFL in 13 early childhood settings. Participants were 24 female early childhood teachers and 146 (73 male) children. Teachers included seven infant, four toddler, nine preschool and four kindergarten teachers. Children included infants(n=29), toddlers(n=27), and prek/kindergartners (n=90). A Request for Proposals was disseminated to identify possible implementation sites. After participation was confirmed, teachers attended a full day's training which included a description of brain development/function, the latest brain research, how to implement SFL and other logistics of the study. Program implementation occurred over approximately four months. A field site coordinator visited each site bimonthly to provide on-going technical assistance. This was an intervention project with a pre and post implementation design. Four instruments were used: a teacher questionnaire, a classroom environment measure, a child measure and teacher journals. Results suggested that teachers became more knowledgeable about brain development research and about how children grow and learn. Teachers were better able to make connections between brain research findings and how to apply these findings to their programs and daily activities. Likewise, the environment measure indicated that teachers were …