A study examined primary children's learning in science in the areas of health and the environment through the use of drama activities. Parallel classes of children followed a similar half-term program of classroom science activities with their class teachers. The research took place in an urban school of approximately 300 pupils of mixed ability…

Describes the EEXCEL project, a tutoring/housing project in blight-stricken south central Los Angeles. Shows how the combination of private business, education, and caring individuals demonstrated how easy it is to give hope, to give a future, to at-risk children. (RS)

Discusses research on possible resegregation effects that busing has had on the Norfolk (Virginia) schools due to "White flight" since desegregation began. Studies of enrollment from 1981 to 1988 show that ending busing after a court decision in 1986 has increased resegregation in Norfolk. (JS)

Results of immigrant student census data are used to describe school entry patterns and educational backgrounds of Mexican immigrant students. Interviews with recently arrived immigrant parents reveal educational and occupational expectations. Research and policy implications are discussed. (MW)

A Philadelphia third-grade class uses a classroom economy simulation to explore real-world situations, which provides opportunities for meaningful application of academic skills, role exploration, separation of academic success from "acting White," questioning of reality, experience of economic success, and the ability to perceive social…

Reports on a year-long study of how children's literacy practices enhanced their understanding of themselves and their social worlds. Finds that children's reading and writing benefited them personally and socially, enabling them to understand a complex urban landscape, to explore new social identities, and to wrestle with social problems and ways…

This study used data drawn from about 2,300 parents of children in eight Chapter 1, inner-city Baltimore (Maryland) elementary and middle schools to examine the extent of parent involvement at home and at school. Also examined was the extent to which the schools used practices designed to involve parents. Survey questionnaires included over 75…

Low reading achievement in the Chicago public schools spurred the development of a mastery approach reading package. This approach assumes that in time any student can achieve the level of the brightest student. Implementation of a mastery program in urban areas presents special problems, including diversity of student backgrounds, time and space…

Small clusters of teachers in four schools in the Detroit Public Schools, in cooperation with Wayne State University, have pioneered an on-the-job project designed to try out several ideas that have been increasingly discussed and analyzed in the literature on inservice education. These teachers, along with preservice education students, school…

This booklet is the correlated script for a 48-frame color filmstrip designed to expand the environmental experiences of urban school children and their teachers. Included throughout the script are related projects that encourage discovery activities inside and out of the classroom. Based upon the knowledge that over 75 percent of all United…

The essential thrust of the fourth grade unit of the FICSS series (Focus on Inner City Social Studies -- see SO 008 271) is to enable students to understand man from an anthropological perspective. The first unit of the fourth grade level deals specifically with the origins of man, the origins of the races of man, the races of man, and races in…

This study investigated differences in achievement among 487 inner-city, black fourth graders taught by 28 black, white, male, and female teachers. Data were obtained from these teachers during 1968-69 and again in 1969-70. Achievement data consisted of third- and fourth-grade scores from the Iowa Test of Basic Skills and third-grade vocabulary…

This study examined the quality of education received by 493 students in four urban elementary schools by collecting information on student achievement, classroom observations, and teacher interviews for a two-year period. Results indicate student progress is influenced by teacher, school, and community characteristics, and specific school factors…