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)

Argues that most teacher education faculties are not geared for educating their clientele for urban systems. Offers some suggestions as to what has to be done before the situation can be improved. (RJ)

Discusses the physical and psychological environment in which urban education takes place and the circumstances under which teachers are assigned to urban schools of high or low quality, using data from several national surveys. (JM)

Examines the student-discipline policies developed for an inner-city elementary school and grounded in a philosophy of developing individual locus of control. Recommendations for other schools are based on an interactionist theory of student discipline that sees schooling as a process promoting internal control. High expectations for all students…