Proposes coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Includes an ethnography describing the experiences of a new teacher assigned to an urban high school in which a curriculum culturally relevant to African American students was enacted. (Author/MM)

Examines the scientific identity formation of two young women of color who attended an urban vocational high school. Describes how the experience of marginalization can make membership in a science school community impossible or undesirable. (Author/MM)

Chicago's Metro High curriculum is the city; its learning laboratory is the community; and its lesson is freedom, choice, and responsibility. (Author)

Suggests that survival consciousness has made it imperative that all people have a knowledge of basic biology and ecological relationships. Shows how the urban teacher can utilize the school grounds and buildings to help students gain such basic understanding of the natural environment. (Author/RK)

Describes and assesses the success of New York City's Hillcrest High School, an educational alternative offering a variety of courses and services. (DS)

Among Arab students in Israel, alienation is more closely related to their perceptions than to objective measures. Arab students, teachers, and principals from 36 schools were interviewed. The following four factors were used to measure alienation: (1) powerlessness, (2) meaninglessness, (3) misfeasance, and (4) self-estrangement. (LHW)

Contrary to the popular conception that high school students find no value in their studies, the students surveyed seem unusually content with their academic coursework. In large numbers they report that their courses have been important to them personally. (LHW)

Describes five school programs operating in New Haven involving innercity parents in reading. (RB)

Shows how secondary teachers can make world history more relevant and interesting to urban youth by using a social history approach. How to integrate social history into the curriculum, available materials, and teaching strategies are discussed. (RM)

Educators have begun to recognize that the public school system is an ideal setting in which to introduce the topic of birth defects prevention. A highly structured two week curriculum was developed using March of Dimes materials to teach inner-city school children about birth defects prevention. (JN)

Discusses resistance in teaching from two perspectives as strategies of action associated with science activities that are not aligned with learning, and the labeling and responses of teachers to student behaviors. Focuses on cultural miscues and resources effective in the classroom environment. (Author/YDS)

Satellite courses enable New Jersey high school students and teachers in urban and small districts to take advanced-level courses that otherwise would not be available. The Satellite Educational Resources Consortium offers 35 inservice programs for teachers. (SI)

Analyzes New York City's occupational skills requirements, matching locally derived skill ratings for detailed census occupations to years of schooling, then estimating change in mean skill requirement for employed residents and change in local employment of occupational skills by level of required education. Results show insignificant change in…

This collection of articles, an EE (Environmental Education) Toolbox resource, provides a context of theory and example to complement the suggestions and activities in the Toolbox Workshop Resource Manual. Section one, "Definitions of EE," describes the scope and context of EE and provides historical background, specific definitions and…

Discusses the education of Melvin Smith, who attended Noyes Elementary School in the kindergarten grade; Larimer School, Dewey School, and Foster School in the elementary grades; Haven Junior High School; Evanston Township High School; and Fisk University. (JM)