Explored how the discourse of child-centered pedagogy both shapes and limits how teachers talk about issues of social difference in their teaching practice through the experiences of four inner-city elementary school teachers in Canada. Considers the concept of the child as a unique individual and the teacher as a neutral change agent in relation…

Studied the impact of urban-based field experience on the attitudes of 75 elementary-education majors. The effects of the field experience were generally positive, with 55% of the urban placement group indicating that they were inclined to pursue inner-city teaching, compared to 20% of the suburban placement group of 101 students. (SLD)

The Preface Plan described in this report represents the first effort of a metropolitan school system to provide a concentrated relevant training program for new inner city staff that begins after being hired but prior to the assumption of teaching duties. The recent project in which it was field-tested was supported by a federal contract from the…

Funded in part by Elementary Secondary Education Act Title III funds and in part by the Atlanta, Georgia School System, Project Success Environment is now in Year Two of a three year program. A teaching technique of three components--a reinforcement system, a special classroom arrangement, and a success curriculum--the project premised that if…

Between 1970 and 1973, Project Success Environment, funded under Elementary Secondary Education Act Title III developed an effective, low-cost classroom management program for use in grades one through eight of public schools. The program provides students with maximum opportunity to experience, on an individual basis, success in school. Teachers…

The third year of the project, funded under Elementary Secondary Education Act Title III, was essentially a replication of Year Two. Second Year results indicated that the success technique had provided inner-city teachers with both an effective classroom management system, and an effective program for the acceleration of academic performance.…

Nonstandard English can assist rather than hinder the inner-city teacher. Once he is convinced that nonstandard English has a legitimate place in his classroom, he is on his own to devise various creative ways to employ the expressive and highly verbal language of his students. A method whereby nonstandard English can be employed to assist in the…

The survey reported here focuses on ascertaining if the preparation of teachers and administrators is adequate to meet the needs of minority and disadvantaged pupils, especially in urban schools. A survey was made of the 53 Ohio colleges of education through a questionnaire. Responses were received from 40 teacher training institutions in the…