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This paper discusses research, (its process and results), on an inner city school. It highlights
the methods of data collection used in the research and discusses the findings. Methods of
data collection include observation, interview and documentary information. Results
indicate that the school in question is making modest strides, in terms of serving its students
and the community in which it is located, through its school improvement programs. Besides
making other strides, Downtown Elementary School (DES) strives to be a pedagogical
community and a place where praxis (simplified definition: the interrelationship/interaction
between practice and theory) is being practiced at its best. DES is unique because it
concurrently runs two contemporary school reform programs, namely, magnet3 and
professional development school (PDS)4. The paper describes how these innovative ventures
operate at DES and the implications of the juxtaposition of the two programs.
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