Findings of a study that explored ways of designing elementary-level instruction for disadvantaged students are presented in this paper, with a focus on the impact of the educational environment on instructional practices. The study sought to identify the current range of instructional practices and demonstrate their potential applications to disadvantaged learners. Rather than assuming a deficit view of such students, alternative instructional models focus on the knowledge, skills, and abilities that all students possess. Fifteen high-poverty elementary schools with good performances on standardized tests were studied during the 1989-90 and 1990-91 school years. A total of 85 first-, third-, and fifth-grade teachers and their students were studied in the first year, and 68 of the classrooms were examined in the followup study. Approximately 1,800 students were included. Methodology also involved interviews with staff, principals, and teachers; analyses of daily teacher logs and student test data; classroom observations; and administration of teacher questionnaires. The alternative instructional approaches identified were not primarily linked to higher-achieving or more affluent student populations, or to better prepared, more satisfied teachers. However, state and district policy and school factors appeared to create distinct classroom types. Policy influenced classroom instruction through curriculum guidelines, textbook adoption, and testing. Teacher support is necessary when adopting alternative instructional practices. Eight tables are included. (Contains 27 references.) (LMI)

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