This report describes a particular approach to sex education, the purposeful solicitation of questions on sex from the students by the teacher. Its value is two fold: (1) concrete documentation of the details of student concern in sexual matters; and (2) facilitation of the actual educational process in ways beneficial to both teacher and student.…

A collaborative study examined early childhood teachers' philosophies and practices as they pertained to developmentally appropriate practices and their influence on inner-city early childhood settings. Data were collected by recording conversations among five teachers. Excerpts indicate agreement over interrelated developmental areas, curriculum,…

This study uses data from 171 teachers at eight inner-city elementary and middle schools in Baltimore to examine general patterns and connections between teacher attitudes about parent involvement, school programs, and the actual practices that teachers use. These patterns are examined at different academic levels, in different academic subjects,…

An ethnographic case study was conducted in an inner city elementary school in Montreal. Focus was on how teachers (1) formulate assumptions about pupil behavior on past experience; (2) group a heterogeneous student population less on ability than on practical organizational interests; and (3) allow pedagogical circumstances to affect perception…

Examines K-2 teachers' perceptions and evaluations of how students (who spoke marginalized or stigmatized varieties of English) in a low-income, multiethnic, inner-city school answer classroom questions. Finds ambiguity in teacher questions which created problems for students accustomed to different discourse practices. Works with the teachers to…

Reports on the effectiveness of a teacher development project in promoting implementation of a comprehensive school health education curriculum among urban elementary teachers. Data collected throughout the project period at five schools indicated that teacher development efforts, including training and ongoing reinforcement to increase teachers'…

This study surveyed 100 parents and teachers to assess frequency and patterns of accidents among preschool children. Inappropriate uses of toys and other materials; falling due to ice, water, or objects underfoot; slipping in the bathtub; and inappropriate response to strangers were identified as common causes of accidents. Implications for the…

The author suggests that the White middle class teacher preparing to teach Black students in an inner-city school should explore his/her motives for doing so. Listed are reading materials which should be helpful to the inner-city teacher. (KC)

Profiles how and why a White, upper-middle-class teacher who was trained in aspects of play production and theater education changed her conception of educational drama as she worked in an inner-city magnet school with impoverished, inner-city Hispanic youth. Discusses culture shock, cross-cultural functioning, and survival in terms of ethos, gang…

A qualitative case study explored the perceptions of 37 urban secondary school students and 12 teachers about their school and community. Teachers and students worked in a landscape characterized as one of "urban abstraction," a term that helps explain the complex and contradictory fabric of current urban life. (SLD)

A study was done to determine whether or not the attitudes of parents and teachers were related to the academic achievement of their inner-city Memphis (Tennessee) elementary school students. Seventy-one teachers, 49 parents, and 32 fourth-grade students served as participants. Teachers' responses were used to supplement the development of the…

For three years, beginning in September 1972, the Stamford Public Schools and Bank Street College have implemented the Bank Street Approach to Follow Through education in the Ryle school. During the 1974-75 school year, the Stamford Public Schools contracted with the Educational Resources and Development Center to perform an evaluation of the…

A study of 56 inner-city Canadian teachers found they believed that student behavior and attitude combined with familial situations were strongly related to students becoming at risk for school failure. School violence and gangs, large class sizes, and limited school resources and programs were rated as moderately contributing to student risk. (CR)