Studied perspectives of 192 principals and 148 teachers in urban schools with regard to the challenges of urban teaching. Findings suggest that many of the challenge areas suggested in the literature on urban teachers were not ranked as very important by these educators, making the point that not all urban schools face the same challenges. (SLD)

Discusses African American othermothering in the role of providing the psychoeducational needs of the urban child. Presents two biographical portraits that examine othermothering by a elementary-school principal and community othermothering by a fifth-grade elementary-school teacher with 25 years of experience in the urban classroom. (GR)

Attempts to demonstrate how the general logic of experience of J. Dewey helps explain the epistemological underpinnings of the evaluative perceptions and professional judgments of six principals. Descriptive statements of these principals reflect normative expectations and structural constraints combined with idiosyncrasies and discretionary…

Presents case studies of the leadership behaviors of four elementary school principals in rural, suburban, and urban schools. Argues that principals' success in maintaining potent instruction depends largely on their context: the community and school district; the school climate; realities of the instructional organization; and student needs. (KH)

Explores potential changes in the power relationships among teachers and principals. Describes and analyzes the following models of teacher decision-making: (1) Instructional Leadership Teams; (2) Principals' Advisory Councils; (3) School Improvement Teams; and (4) Lead Teacher Committees. (FMW)

Discusses studies showing that, contrary to the view overwhelmingly supported by research of over a decade and a half, some urban schools, through principal leadership, high teacher expectations, and rigorous academic programs, are able to raise the achievement of low-income students. (CMG)

Surveys 116 urban school principals to determine their viewpoints on the academic needs of high-risk students. Results reveal five critical areas where improvement is considered essential. A common theme is that more attention should be given to affective resources, including counseling, transitional programs, and alternative classroom structures.…

Examines the effects of school organization and climate on mainstreaming in an urban middle school. Discusses how certain behaviors, beliefs, and mechanisms result in the exclusion of some special education students from regular classes, programs, and facilities. (FMW)