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The incorporation and adaptation of style guides play an essential role in software development, influencing code formatting, naming conventions, and structure to enhance readability and simplify maintenance. However, many of these guides often lack empirical studies to validate their recommendations. Previous studies have examined the impact of code styles on developer performance, concluding that some styles have a negative impact on code readability. However, there is a need for more studies that assess other perspectives and the combination of these perspectives on a common basis through experiments. This study aimed to investigate, through eye-tracking, the impact of guidelines in style guides, with a special focus on the PEP8 guide in Python, recognized for its best practices. We conducted a controlled experiment with 32 Python novices, measuring time, the number of attempts, and visual effort through eye-tracking, using fixation duration, fixation count, and regression count for four PEP8 recommendations. Additionally, we conducted interviews to explore the subjects' difficulties and preferences with the programs. The results highlighted that not following the PEP8 Line Break after an Operator guideline increased the eye regression count by 70% in the code snippet where the standard should have been applied. Most subjects preferred the version that adhered to the PEP8 guideline, and some found the left-aligned organization of operators easier to understand. The other evaluated guidelines revealed other interesting nuances, such as the True Comparison, which negatively impacted eye metrics for the PEP8 standard, although subjects preferred the PEP8 suggestion. We recommend practitioners selecting guidelines supported by experimental evaluations.

This report documents a study of charter schools in Alberta, Canada. The purpose of the study was to examine the academic achievement of the 10 charter schools in the province. Data were collected from test scores in language arts, math, science, and social studies of third-, sixth-, and ninth-graders; reviews of various documents; and interviews with administrators at each school. Following are some of the key findings: Overall, students in most of the schools appeared to be performing very well on standardized achievement tests. The majority of students scored above the provincial average in all tested subjects at all grade levels. All the charter schools in the study had adopted or developed ways of measuring progress or achievement other than the provincial achievement tests. As centers of innovation, charters schools have been very successful. The report makes, among others, the following recommendations: Charter schools should use systemic assessments separate from the provincial achievement tests. Structures must be put in place whereby information regarding the practices and innovations being used in the charter schools are shared systematically with the public, separate school systems, and the general community. (Contains 43 tables and 148 figures.) (WFA)

This study examined how teachers in a geographically remote location experienced participation in a collaborative, professional development group project designed to develop student performance assessment tools. Participating teachers completed focus group and individual interviews as well as personal teaching efficacy surveys. All teachers new to the jurisdiction also completed the survey so comparisons could be drawn between participants and nonparticipants. Participants felt that being away from the normal routines of teaching and supervision allowed them to reflect on their practice, discuss strategies, and really talk to colleagues. The experience made them feel professional and valued as people. Teachers reported increased curricular knowledge and changes in expectations for students as a result of working with the project. They noted that their school administrators facilitated participation in the project. Teachers mentioned shared philosophy as an important factor in the project. Challenges to collaboration included lack of time, divergent staff interests, and school culture. Interview data showed increased contact among project members over the course of the year. Efficacy beliefs were strengthened and enhanced by participation in the project. Many participants conducted inservice presentations on the subject to other teachers in the jurisdiction. (Contains 38 references.) (SM)

This study examined the effects of full-day kindergarten on students' development of literacy skills as measured by Clay's Observation Survey, focusing on the impact for Canadian schools serving students from low socioeconomic or educationally deprived backgrounds. Data were collected from two schools offering full-day programs and one school offering half-day kindergarten to students in two classes. The schools offering full-day programs served similar, diverse, low socioeconomic status inner city populations. The school with half-day kindergarten served children of various ethnic backgrounds with a broad range of socioeconomic needs and was located in a suburban area. Data sources included semi-structured interviews with kindergarten teachers near the end of the academic year and a pre-post assessment of students' literacy skills. Analyses of the interviews involved the use of narrative accounts to support emerging themes regarding the beliefs held by participant teachers and their emphases in the four classrooms. Findings indicated that both schools offering full-time kindergarten had a literacy and numeracy emphasis at the center of their mandates. The school offering half-day kindergarten supported a theme-based balanced literacy approach with activity centers structured to reinforce the themes being addressed. All four teachers shared similar views and beliefs about how best to teach children. Students in the full-day program experienced significantly greater growth in the prerequisite skills for reading than children in the half-day program, after taking into account previous ability, age, and gender. Findings led to recommendations regarding further research and educational policy. (Contains 13 references.) (KB)

One of the keys to enabling children from disadvantaged backgrounds to be successful in school and later in life might be to provide them, through mentors, with exposure to literacy and numeracy, and to introduce problem-solving techniques to them early in their school careers. This study was concerned specifically with the mentorship experiences of: low socioeconomic or educationally disadvantaged elementary students who might not achieve their maximum potential in school or later in life; mentors who made commitments to work "one-on-one" with mentees on a regular basis for one school year; and the school mentorship coordinator as she worked to bring mentors and mentees together. These issues were examined at Norwood School in Edmonton, Alberta, Canada, where a mentorship program was implemented during the 1997-98 school year and continued in 1998-99. The program was designed to increase student literacy in this inner-city elementary school. Administrators and a teacher were interviewed, and questionnaires were distributed to 136 mentors (45 surveys returned), 136 mentees (83 returned), and 10 teachers (7 returned). Test scores were also examined. Compared with the literature, the findings are that: overwhelmingly students enjoyed spending time with their mentors; the majority of the mentors also enjoyed their interactions with their mentees; having an adult work with students gives students the feeling they are "worthwhile"; mentorship programs are most successful when designed to help develop the "whole child" socially and academically; and besides understanding how literacy develops in children, the program coordinator needs to have exceptional interpersonal communication skills. Test results showed conclusively that more students achieved and exceeded grade level expectations during the 1998-99 school year than the previous year. (Contains 11 references.) (NKA)

This study examined the actual and perceived effects of full-day kindergarten on students' growth in play and problem solving, language and literacy, and socioemotional development. Participating in the study were two kindergarten teachers and their classrooms serving similar diverse inner city populations in western Canada, one a half-day program and the other a full-day program. Data sources included semi-structured interviews with kindergarten staff, anecdotal comments generated by the teacher throughout the year for student report cards, quantitative data on student progress, and quantitative data on a comparison group of students in a half-day kindergarten. The findings indicated that both programs were generally in keeping with principles exhibited by exemplary programs. Instruction in both programs was focused on the whole child and emphasized the role of the learner in social context. All students in the full-day program experienced substantial growth over the course of the year in play and problem solving, language and literacy, and socioemotional development. The majority of the full-day students were either already reading or on the verge of reading independently. Full-day students experienced significantly greater growth in reading prerequisite skills than half-day students. Play-based instruction was highly effective for kindergartners. Full-day kindergarten may be especially beneficial for students of low socioeconomic backgrounds. The full-day program was only possible due to the donation of an anonymous benefactor. Based on findings, it was concluded that the sensitivity to detect differences between the two types of programs needs to be increased. (Contains 13 references.) (KB)

This study examined challenges that Canadian educators faced when teaching aboriginal students in a large urban school. The study involved the school's principal, teachers, counselors, and coordinators of Aboriginal student programming. Participants, who were Aboriginal and Caucasian, completed semistructured interviews that examined personal information, challenges to teaching Aboriginal students, and suggestions for improvement. Data analysis indicated that challenges were directly influenced by students, parents, educators, and administrators. Most of the challenges were task-related rather than personal. Aboriginal and Caucasian respondents agreed on most of the challenges. Students' preparedness for school and inability to adapt to the school structure were challenges that were especially relevant. Participants agreed that Aboriginal students learned in unique ways which educators needed to understand and work with. Parental distrust of mainstream education was a significant challenge. Challenges related to educators and administrators were associated with lack of preparedness for diverse students, cultural conflict, and district disrespect for the school. Most of the strategies suggested by respondents treated symptoms of the challenges rather than the causes. Aboriginal and Caucasian educators developed their strategies differently. The paper makes recommendations for practice and for further research. An appendix provides the interview schedule. (Contains 33 references.) (SM)

This study explored alternative approaches to teaching and learning high school mathematics through a fluid approach to professional development utilizing cognitive coaching. Cognitive coaching is the application of specific strategies in a nonjudgmental environment, built around a collaborative, reflective planning conference. The process builds trust and uses a critical trusted friend. Four math teachers at one school participated in a two-phased seminar series, embodied techniques in reflective coaching discourses, and translated them into their own mathematics teaching and learning in the classroom. Data were gathered via semi-structured interviews, focus group interviews, videotapes of the seminar series and professional development sessions, and field notes. Through narrative accounts, emerging themes from the various modes of data collection were informed, although not limited, by the conceptual framework. Results indicated features necessary for success of the professional development effort: the principal's support, the coaching approach, reflective thinking, a comfortable atmosphere, a collaborative and nonjudgmental context, and teacher coaching in an atmosphere of trust. (Contains 52 references.) (SM)

This study focused on innercity elementary school staff perceptions of the process they engaged in, which emerged from the principal's initiative to move the school culture in a more collaborative direction and thus further develop pedagogical practice and student social and academic growth. Research in this case study involved observations and semi-structured interviews with all staff members at one school. Researchers completed interviews twice during the 1997-1998 school year. The interviews emphasized perceived changes that were being implemented at the school as a result of government, district, and school initiatives, particularly those initiatives initiated by the teachers and principal themselves. Six findings have emerged from this ongoing study to date: (1) devolution of decision making power to the school site, (2) leadership style of the principal, (3) role of personal friendships in work-focused groups, (4) administrative support for teacher professional development, (5) need for the staff to develop a shared vision statement, and (6) variety of social and academic learning opportunities being provided to students. Contains 19 references. (SM)

This study used naturalistic inquiry to gain an understanding of how managerial personnel perceived career development and succession planning at a postsecondary technical institute in Canada. A total of nine individuals in three different career development stages completed semistructured interviews. It was found that managers perceived the success of their careers in terms of having a variety of personal attributes that were required for management work, having a diverse experiential background, being in the right place at the right time, and working in an environment that was fulfilling and offered learning. The managers indicated that they were not offered any special training or programs to assist them in progressing within the organization. They noted, however, that job rotation, formal training programs, mentorship, secondments, and administrative programs would be the most effective forms of succession planning in preparing them to advance to other positions in the institute. Specific recommendations for improving career development and succession planning at the institute are included. (Contains 26 references.) (MDM)

This paper presents an overview of several studies on teacher collaboration, then describes the process of developing recommendations for school leaders interested in encouraging collaboration. The five studies focused on: (1) collaboration and student learning outcomes; (2) the effect of selected factors on collaboration; (3) collaboration from the teacher's perspective; (4) whole school development through collaboration; and (5) leadership for pedagogical change. Developing the recommendations involved examining the data that resulted from each of the studies. The results identified six main areas that school leaders can address when fostering teacher collaboration. These areas include: (1) being thoughtful in recruiting and selecting staff; (2) carefully delineating work assignments and timetabling; (3) establishing collegial expectations among beginning teachers; (4) enabling across school collaboration; (5) providing opportunities for leadership for collaboration; and (6) establishing trust and clearly delineating supervisory and collaborative relations. (Contains 39 references.) (SM)

Although school violence has been a concern in the United States for over two decades, the topic has only recently generated serious study in Canada. Central to the development of effective violence-mitigation policies is an understanding of how and why student victims, perpetrators, and observers respond to the school-based violence they experience. This paper introduces research exploring such issues through the viewpoint of students at five central Alberta junior high schools. The study explored the variables that most influenced students' responses to violence, as well as their perceptions regarding their schools' responses to the victims and perpetrators of violent behaviors. Data were gathered from a questionnaire of 231 out of 381 students from grades 7-9, 5 principals, and 23 out of 39 junior high school administrators from 39 junior high schools in three school districts. Findings show that students' and administrators' perceptions and ways of dealing with violence in the schools differed markedly. Students expressed an unwillingness to report violence for fear of reprisal and perceived a lack of teacher concern and effectiveness. Observers actively chose not to report the violence they witnessed. Recommendations for breaking the "code of silence" include: (1) encourage staff to speak freely; (2) provide victim support; and (3) invest in prevention programs. Ten tables and one figure are included. (Contains 30 references.) (LMI)