Beverly Alford

A Classroom Observational Study of Qatar's Independent Schools: Instruction and School Reform.

ABSTRACT Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers.

The Effects of GO Centers on Creating a College Culture in Urban High Schools in Texas.

Despite a generation of efforts to make higher education an achievable goal for all students, the gap in college participation rates between low-income and high-income students has not narrowed. Moreover, students of color continue to be underrepresented on postsecondary campuses. Early intervention efforts and college outreach programs such as college access centers have been identified as exemplary strategies for encouraging a college-going culture in high schools and in decreasing the gap among racial/ ethnic groups who have access to college. This study examined the effectiveness of enhanced college access centers known as GO Centers in assisting students during their preparation and application for college and in providing activities conducive to the development of a college-going culture in eight comprehensive high schools located in a large urban school district. Findings indicate that the enhanced GO Centers demonstrate four aspects identified as important in encouraging a college-going culture in a high school: The centers (a) are inclusive and accessible to all students; (b) demonstrate an understanding of how students develop aspirations and plans to attend college; (c) offer comprehensive services to students and their families, including guidance in preparing for college, applying for college, and accessing financial aid; and (d) employ a systematic approach involving stakeholders.