A Comparative Study of Academic Curriculum, Teacher Collaboration, and Discipline Policy among Selected Elementary Schools and Secondary Schools in the State of Alabama.

This study investigated whether selected elementary teachers, secondary teachers, and administrators felt that their schools and school systems were implementing effective school components within the overall curricula. The major effective school components were academics, teacher collaboration, and discipline policy. The 116 respondents completed a survey that focused on those three components. Each survey included six primary questions related to the effective school setting. Data analysis indicated that 50 percent or more of the respondents perceived that their school systems were creating effective school programs and implementing them at all levels. Most did not differ greatly in their opinions concerning effective school programs within their school systems. Respondents reported that school systems were implementing effective school programs at all levels. They believed that their school systems were striving to create effective school programs with autonomy and teacher involvement in educational decisions as well as expectations that all students can achieve at high levels. Most respondents felt their school systems had effective curricula in place to address the diverse needs of students. Respondents indicated that teacher collaboration within the schools and school systems does occur, though not always appropriately. Effective discipline policies were in place in the schools and involved input from teachers, students, and the community. (Contains 37 references.) (SM)