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)

Describes the Cooperative Urban Teacher Education program, operated by the Midcontinent Regional Laboratory, a Kansas City-based research and development institution established in 1966, in the days of major Federal expenditures for education. (Author/JM)

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 problems of instructional evaluation in urban schools using signal-receptor assessment theory analysis and a new type of test scoring procedure called Modified Confidence Weighted-Admissible Probability Measurement (MCW-APM). Discusses advantages of MCW-APM. (FMW)

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…

Examines recent policy changes in teacher education and how they impact on the recruitment and retention of minority students. Focuses on the conflicting concerns for both accountability and equal educational opportunity. (FMW)