A program is proposed which would recruit Negro inner-city high school students, primarily Negro young men who would ordinarily not go to college for financial or academic reasons (25 in each of three cycles), for teaching careers in elementary and junior high schools. A major emphasis is placed on providing a successful transition from high…

Focusing on the efforts of seven teachers involved in a mathematics curriculum reform program in three housing projects ("The Bricks") in Cleveland (Ohio), this article examines the contexts of reform. Cultural conflicts between students and teachers and barriers to full teacher commitment to reform hampered project implementation. (SLD)

Studies problems of 69 traditionally prepared and 162 alternatively certified first-year elementary school teachers in Houston (Texas). Results show that alternatively certified teachers appear to have more problems after two months, but differences disappear by eight months, supporting the utility of alternative certification. (SLD)

The Reading Improvement Through Teacher Education (RITE) project provided in-service training in reading instruction to elementary school teachers, and helped principals and reading coordinators to organize their school reading programs. The project's intended mode of operation was fully implemented. RITE specialists provided service contacts to…

From a special 8-part series, describing the individual summer experiences of 79 typical elementary teachers.

Briefly describes the 11 instructional packages used in program at Case Western Reserve University. (RT)

This study examines six teachers' responses inside and outside of their classrooms to increasingly mixed messages about how they should develop the literacy of California's youngest and most at-risk students. While they must develop highly developed knowledge and skills to teach literacy in linguistically diverse classrooms, they must also adhere…

The School of Education at the University of Louisville (Kentucky) prepares its elementary teachers to work in an urban setting through a teacher education program that makes extensive use of field experiences. The program is organized into four phases. Phase I is the screening process for acceptance into the teacher education program for those…

A 6-week summer workshop dealing with the problems and methods of teaching Negro, Mexican-American, and other minority group children was conducted for 208 teachers and ancillary personnel in the 15 schools of the Jordan and Garfield Educational Complexes, Los Angeles. The two program components were coordinated by different sets of leaders on an…

The idea for a program which would enable interested and capable inner-city residents to enter a performance-oriented teacher preparation program culminating in an undergraduate degree and teacher certification was suggested and developed by representatives of two privately operated community schools in the Roxbury section of Boston, the New…

The curriculum outlined here was developed within the Cooperative Urban Teacher Education Program (See ED027265 and ED032255) where the content has been used with preservice elementary and secondary teachers for two years. Content for teacher education, sociology, and mental health are presented in separate sections of the monograph, but the…

The Preface Plan described in this report represents the first effort of a metropolitan school system to provide a concentrated relevant training program for new inner city staff that begins after being hired but prior to the assumption of teaching duties. The recent project in which it was field-tested was supported by a federal contract from the…

The difficulties facing teachers in the largest urban school districts in the United States are different from those in smaller districts. It is especially important to identify the success stories of teachers and students in demanding urban classrooms. Star teachers are those who are outstandingly successful in terms of student achievement and…

This book reports on conversations in which elementary schoolteachers--who have taught in urban settings for an average of 20 years each--reflect on their professional work. The conversations in the book testify to the teachers' ability to engage young people in active learning--and their stories of teaching and learning verify that difference…

Project RICE (Responsive Inner City Education) prepared a cadre of 36 teachers drawn from majority and minority populations in 3 inner-city schools in Buffalo (New York) to complement mastery of subject matter with appropriate pedagogical styles. The project was designed to test the hypothesis that minority students in inner-city schools do not…