Our special issues present current research and timely interventions on key, nationally known programs, research organizations, and developing pedagogical theories, and have addressed such topics as Talent Development, Success for All, Core Knowledge, and the research conducted at national research centers. The enclosed special issue, edited by Elizabeth Kemper and Martha Abele Mac Iver, was inspired by several sessions on Direct Instruction featured at the August 2000 Fort Worth Reading symposium.

JESPAR 7(2) offered a groundbreaking compilation of studies that note the successes and failures of DI in regular-education populations in Broward County, Florida, Houston, Fort Worth, and Baltimore.

Special Issue:
The Integrated Reform Projects of The Center of Research on Education, Diversity, & Excellence (CREDE)

Guest Editors' Introduction
Amanda Datnow and Susan Yonezawa

Research Articles

Seven More Mountains and a Map: Overcoming Obstacles to Reform in Native American Schools
Roland G. Tharp, Hayes Lewis, Ruth Hilberg, Carlotta Bird, Georgia Epaloose, Daniel G. Youpa, Stephanie S. Dalton, Hector Rivera, Marilyn Riding-in Feathers, and Wilfred
Erachio Sr.

Sociohistorical Influences on the Development of Papahana Kaiapuni, the Hawaiian Language Immersion Program
Lois A. Yamauchi, Andrea K. Ceppi, and Jo-Anne Lau-Smith

Nongraded Primary Programs: Reform for Kentucky's Children
Ellen McIntyre, Diane W. Kyle, Ric A. Hovda, and Nancy Stone

Classroom Behavior and Learning Environment Differences Between Resilient and Non-Resilient Elementary School Students
Yolanda N. Padrón, Hersholt C. Waxman, and Shwu-Yong L. Huang

Scaling Up and Untracking Program: A Co-Constructed Process
Lea Hubbard and Hugh Mehan

Supporting Multiple Reform Designs in a Culturally and Linguistically Diverse School District
Susan Yonezawa and Amanda Datnow
Journal of Education for Students Placed At Risk
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