by Mary McCaslin & Thomas L. GoodThis paper is a preface to the special issue.
by Mary McCaslin & Thomas L. GoodThe authors describe a 5-year research project on Comprehensive School Reform (CSR) efforts in Arizona K–8 schools. Relevant literature, the context of the project, and a description of related special issue articles are discussed.
by Thomas L. GoodThis article describes how principals in K–8 schools reported, in their own words, the progress that they, teachers, and students were making in their Comprehensive School Reform plan.
by Caroline H. Wiley, Thomas L. Good & Mary McCaslinThe authors focus on the classroom practices in Comprehensive School Reform (CSR) schools in Grades 3–5 and how they differ across subject matter, grade level, and time of year.
by Amanda R. Bozack, Ruby Vega, Mary McCaslin & Thomas L. GoodThe authors explore how teacher behaviors that support student autonomy are expressed in Comprehensive School Reform (CSR) classrooms.
by Mary McCaslinThis article describes the results of a participant observation study conducted in one school engaged in Comprehensive School Reform. The study was instrumental to the development of instruments that capture students’ perspectives and motivational dynamics about school, approach to learning, and sense of self. This article focuses on the student-beliefs-about-school instrument and describes the analysis rubric for student stories.
by Alyson Lavigne Dolan & Mary McCaslinThe authors explore how students who attend Comprehensive School Reform (CSR) schools think about classroom learning by examining students’ responses to pictures of student-teacher interaction.
by Ida Rose Florez & Mary McCaslinAs part of a larger research program examining the experiences of students in schools that received Comprehensive School Reform (CSR) funds, this study examined student perceptions of group experiences and social processes in third- through fifth-grade classrooms.
by Mary McCaslin & Heidi Legg Burross This article builds on previous articles in this issue that reported on students in Grades 3–5 in Comprehensive School Reform classrooms. It explores individual differences in these students’ understanding of, and disposition toward, school.
by Heidi Legg Burross Burross examines the relationships among funding, poverty, and norm- and criterion-referenced standardized exam scores with focus on the performances of fourth-grade students.
by Thomas L. Good & Mary McCaslinThis article provides information about recent school reform research and conditions of schooling. The article then reviews our research findings (drawing on all the preceding articles in the special issue) and considers implications for policy makers, principals, teachers, teacher educators, and researchers.