Schools serving large populations of students placed at risk have been the focus of reform for over a decade, with the assumption that school reform leads to classroom reform, resulting in improved student achievement. Student achievement data at the school level are typically used to judge the effectiveness of the reform. This practice assumes uniformity of implementation within the school. This study of classrooms within 4 Accelerated Schools Project (ASP) schools operationalizes the ASP principles, values, and concepts of powerful learning at the classroom level. Together, they form what is called a powerful learning environment (PLE). In addition, the study examines the extent to which PLE is implemented similarly in different classrooms and different schools, and analyzes the relation between degree of implementation and differences in student achievement. Data collection involved structured observations in 40 classrooms during English and language arts or mathematics instruction. Analysis of data indicates that more variation in implementation of PLE occurred within schools than between schools. The study also finds a correlation between degree of implementation and higher student achievement.As the name suggests, school reform efforts are focused on changing the school, more specifically, the culture of the school (i.e.

This article presents a model explaining how refugee communities help their members accept downward occupational mobility usually associated with refugee resettlement. The article describes how refugees shape an image of themselves consistent with the occupational role, while they shape an image of the role consistent with their self-images.

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