First reviews four representative theoretical studies in the history of urban education, calling for detailed case studies of particular schools and school systems to supplement theoretical analyses; and then, as an example of such a case study, discusses the school system of Gary, Indiana, focusing on the Gary Plan. (JM)

Provides a qualitative description of the narrated life experiences of 11 African American intellectual-activists with regard to the major vehicles of overt expression of blackness, hair, clothing, and names. Implications for the productive use of blackness and black self-concept, especially for children, are discussed. (SLD)

What urban middle school principals engaged in school reform felt they needed to know and the strategies that maximize their learning were studied with 23 principals involved in extended professional development. Principals valued the components of staff development that have been supported by the National Staff Development Council. (SLD)

Reviews the African American community's unsuccessful struggle to replace the District of Columbia Public School's desegregation policy of tracking with a program emphasizing educational excellence. Discusses the Hobson v. Hansen decision, which ended tracking but shifted attention to busing and racial balancing. (FMW)

Investigates the effect of a school district's use of formal control mechanisms and the socioeconomic status of the district on principal-parent relations. Results indicate an interaction effect between socioeconomic status and formal control mechanisms with regard to positive sentiments toward parents. Implications are discussed. (Author/JS)

Reports an analysis of collaborative activities supported by postsecondary institutions in Cleveland (Ohio) aimed at improving Cleveland's public schools. A survey identified 105 school-college partnerships during the 1987-88 school year. Discusses the nature and needs of ongoing collaborative efforts within a large urban district. Considers the…

Determines inner-city community perspectives on quality education; phrases these findings in the context of beginning teacher language, experience, and thinking; and provides advice for beginning classroom teachers. Study findings reveal a number of practices for successful teacher practice, the problems faced by high school students, and teacher…

Results covering a period of two years (including three academic years) fail to give any evidence that elementary school children who are bussed do any better academically than those who remain in inner-city schools. (Author/AM)

Little is known about the relationship between school boards and superintendents. Structured interviews in six districts revealed that behavioral inclinations of board members ranged from passive acquiescence to proactive supportiveness to restive vigilance. Superintendents' behaviors were "more controlling" and "less controlling." Respondents…

Discusses the history of the Washington public school system from pre-1945 to the present to show how its problems have evolved. Discusses why the system's bad image developed and why it has been so slow to change. Student achievement and segregation are discussed extensively. (JS)

Critically evaluates recent statements and actions by federal and state officials who do not realize the efforts that will be necessary to raise school standards. Reviews kinds of standards proposed by current reform, considers their effects, and discusses the conditions under which at risk students could respond positively to higher standards.…

Reports on the process and outcomes of shadowing encounters with 16 urban middle school principals. The shadowing instrument and interpretation of its data give urban principals the opportunity to think critically about their practices. Policy recommendations for urban school districts are made based on findings about critical reflection. (SLD)

A one-semester course in urban school district leadership is presented that links the principal, central office administration, and the school superintendent in a leadership triad. Issues of administrator education are explored in the context of the lack of focus on urban education in most teacher and administrator training. (SLD)

Describes the key features of a new and unconventional teacher preparation program intended to provide urban minority students with skills and incentive to be educators. Discusses how the success of the program will be evaluated. Describes the Urban Teacher Program in Michigan, a collaboration among two school districts and three colleges. (JS)

Students in teacher-education programs can benefit from the experience of working in a multiagency, urban school collaboration site. A case study of one site is presented in which students learn about the diversity of urban schools while completing a service-learning project connected to an educational-psychology class. (Author/MMU)