This book is for educators who serve homeless students or students temporarily sharing houses with other families. It describes many promising strategies for working with these students. The chapters are: (1) "Educating Homeless Children and Youth: An Introduction" (James H. Stronge); (2) "Meeting the Developmental and Educational Needs of…

This manual is a comprehensive guide to identifiers of gang activities and memberships. The "People" and "Folks" concepts it uses represent the two main divisions of street gang affiliation. Gangs that belong to the "People" nation use the left side as an identifier, use a five-pointed star as an emblem, and claim…

This activity pack is designed to help youth workers raise young people's awareness of the world by looking beyond stereotypes and assumptions to examine global issues. Eight activities are suggested: (1) "Complete the sentence," an exploration of what the youth group already knows about global concerns; (2) "Match the…

This publication presents an annotated list of books, videotapes, magazines, journals, conferences, training opportunities, and organizations related to the topic of urban youth ministry. Resources specifically geared toward urban youth ministry are marked. For each listing, the publication provides the name, contact person, address and telephone…

A teacher in an inner-city London school describes how she involves low income, minority group students in learning classics such as Shakespeare's "Julius Caesar." Emphasizes cooperative learning and active student involvement using their urban background. (FMW)

Describes high school students' letters written to help their teacher interpret youth culture to college professors at an upcoming seminar. Essays reflected four themes: (1) a search for family, (2) identity problems and loneliness, (3) living with rapid change, and (4) fear of failure, especially in college. (2 references) (MLH)

Forty-two inner city intermediate-grade learning-disabled students wrote fables when provided with the following stimuli: story starter, story ending with story content, and story ending with rhetorical purpose. The story ending groups did more story development planning than the story starter group, but composition quality was not significantly…

This book has been designed to provide teachers of kindergarten through grade 12 with techniques and approaches for helping their African American students achieve in school. It presents a planned approach to four major initiatives: (1) to restructure the instruction and behaviors practiced in most classrooms today; (2) to provide teachers with…

This study of six urban children ages 8-12 years challenges the prevailing misconception that poor city children are troubled, passive, and unintelligent. The research involved interviewing children about how and what they played and having them discuss drawings that they made about play. Guided by these children, who live in New York's East…

Considers autobiographical works by African American authors, Gwendolyn Brooks and Ronald Fair. Incorporates these works into an interdisciplinary lesson plan concerning black themes, personal identity, and urban history. Includes teaching suggestions, lesson objectives, discussion questions, and other activities. (MJP)

This handbook provides information about gangs for education professionals working with immigrants. As the introduction makes clear, gangs are one of the many problems that newly arrived immigrants face in their neighborhoods and at school in the United States. Following the introduction, the first section describes the types of gangs including…

Addresses the importance of providing an education in spiritual and moral values as a means of preventing delinquency, crime, and other social problems resulting for urbanization. Suggests that stressing aesthetic education and cultural values will help students to find a creative release for their energy. Describes programs in film studies,…

The goal of this text is to help educators recognize and reduce ethnic, socioeconomic, gender, contextual, and communicative disparities and inequalities in school. It is designed for preservice educators and attempts to help them understand the influence of diversity factors on the educational careers of their students. Chapter 1 describes the…

This cultural heritage resource guide has been prepared as a tool for teachers to help them understand the cultural heritage of their Haitian students, their families, and their communities in order to serve them better. Although Haiti became an independent country in 1804, the struggle of its people for justice and freedom has never ended. Many…

This document contains the following "Abbott Opinions": (1) "Early Childhood Education"; (2) "Adequate School Facilities"; (3) "Supplemental Programs and Whole School Reform in Elementary Schools"; (4) "Supplemental Programs in Middle and High Schools"; and (5) "Planning Programs and Budgets…