Although the university, as a societal institution, appears to have a commitment to the social structure, it has failed to fulfill for the development of value-free academic disciplines. (Author/JM)

Argues for application to our cities of a familiar institutional model for growth and renovation: the land-grant university, and discusses in detail the character of that model. (JM)

The complex issues of multiracial education cannot be adequately presented in a traditionally-structured teacher education course. The Margaret McMillan School of Education at Bradford College has developed an integrated, functional approach to preparing teachers for urban multiracial schools. (SJL)

Conceptualizes the scope and highlights the focus and mission of the metropolitan university in its relationship to and impact upon the urban community. Sketches the historical roots of the university in early U.S. history and since World War II. Defines the metropolitan university, describes its characteristics, and offers student profiles. (RJM)

Identifies what "urban science education studies" means and reviews 46 articles representing the nature of urban science education based on the questions asked, research frameworks, guiding assumptions, and findings. Discusses educational equity and challenges regarding policy and enactments, goals of school science, and what to teach in…

Presents a model for an urban P-16 (integrated education from preschool though college) that is meant to reshape and improve teacher education in a way driven by the involvement of major stakeholders in the community. The discussion focuses on partnering activities at the University of Wisconsin-Milwaukee. (SLD)

This study examined the perceptions of 249 trainees in graduate teacher education courses, both regular and special education, concerning the frequency and importance of teaching methods modeled in their professional training. Results indicated that most trainees had experienced little variety in instructional practices and that they tended to…

Considers a collaboration model (Eastman-Rochester Partnership) between an urban school district music program and a nationally recognized collegiate-level school of music. Explains that the purpose of this coalition is to build a new model of urban music education while restoring a once outstanding inner-city music program. (CMK)

The author discusses the need for a complete reassessment of educational priorities for the urban university. Three goals are emphasized: inclusion of academically unprepared individuals in the university; development of academic curricula relevant to urban problems; and development of research and service in areas related to the needs of the…

The Center for Urban Education proposes that higher education become a change agent that works closely with local schools and communities. Emphasis is placed on curricula for diverse populations, inservice training, upward mobility, career training, and dialogues between diverse cultures and different races. (Author/DW)

A year-long teacher induction program was implemented in four inner-city parochial schools in the archdiocese of Chicago (Illinois). The program had three objectives: to provide new, first-year, and returning teachers with classroom organization and management techniques; to encourage the teachers to develop a support system for themselves; and to…

Presents an attitude scale designed to distinguish the prospective teacher with a positive attitude toward urban teaching from the teacher with a negative attitude. (Author)

A brief history of the development of a Detroit Institute of Technology centers on existing buildings acquired by the Institute. The present situation is discussed in terms of the resources available to an inner-city student, the types and number of students served, and the present adapted facilities--assignable gross space and space utilization.…

Perhaps the most intriguing problem in American education today is teaching the children of the poor to read. Children in urban communities usually speak a different dialect of the English language. They bring to school a language containing all of the components of the informal standard dialects (syntax, structures, form, style and lexicon), a…