This report contains projects on urban education from the state departments of education in Connecticut, Delaware, New Jersey, New York, and Pennsylvania. In conjunction with the U. S. Office of Education, the five participating states reviewed The Urban Teacher, A Preliminary Report (May, 1971) and submitted their recommendations. The reviewing…

Proposes a tentative list of criteria, which on the whole characterize competent mathematics teachers of the disadvantaged, including academic preparation, pre-service internship, personality, and continuous professional growth. (Author/JM)

This article describes a program to train student teachers to work in inner-city schools and the conflicts that arose when student teachers, attempting new innovations with their pupils, met strong resistance from the established conservatism of the school principal and older teachers. (JD)

Assessed 300 prospective teachers to determine their attitudes and beliefs concerning cultural diversity. Results show additional emphasis on multicultural education is needed in teacher education, and a variety of experiences are needed to bring preservice teachers into contact with cultural groups different from their own. These experiences…

Used data on New York state teachers to determine how much variation in the average attributes of teachers exists across schools, identify schools with the least qualified teachers, assess changes in the distribution over time, and determine how the distribution of teachers is affected by attrition, transfer, and the matches between teachers and…

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)

Notions of critical thinking are examined particularly in relation to academic success. Current debate focuses on children's lack of critical-thinking skills, especially those in urban schools. Because teachers' beliefs form the foundational basis for critical thinking, shaping attitudes and values is needed in teacher-education programs. (MMU)

The primary purpose of this study was to examine the extent to which preservice teachers participating in a semester of urban immersion would evidence a change in attitudes toward urban teaching based on their experiences in the program. The experiences of 22 program participants were examined to qualify potential change. Study methodology…

A program designed to help prospective teachers develop a better understanding of the complexities of urban life was described. Its intent was aimed at making teachers aware of the students having few of the cultural and academic advantages of the society at large. (Author/RK)

THE PROGRAM WILL CONCENTRATE ON EXTENDING SOCIOLOGICAL KNOWLEDGE AND UNDERSTANDINGS THROUGH THE STUDY OF SUCH DISCIPLINES AS SOCIAL PSYCHOLOGY, ANTHROPOLOGY, AND EDUCATIONAL SOCIOLOGY AND PSYCHOLOGY. IN ADDITION, FIRST-HAND LABORATORY EXPERIENCES WITH CULTURALLY DISADVANTAGED CHILDREN IN SCHOOL AND COMMUNITY SITUATIONS WILL SUPPLEMENT THE ACADEMIC…

The 1971 school year was the first year of full operation of the Lackawanna State University College Undergraduate Urban Teacher Education Program (UUTEP). Instead of thrusting college students into full responsibility, it provides for a sequential development of expertise under the guidance and direction of experienced teachers. This UUTEP…

Designed as a resource guide for teachers and teacher educators, this annotated bibliography contains 102 citations (e.g., journal articles, program descriptions, research reports) most of them dated between 1968 and 1970. There are five sections: 1) Characteristics and Problems of the Disadvantaged--22 items; 2) Attitudes Toward the…

This paper focuses on certain approaches which an urban speech department can use as it contributes to the preparation of urban school teachers to communicate effectively with their students. The contents include: "Verbal and Nonverbal Codes," which discusses the teacher as an encoder of verbal messages and emphasizes that teachers must learn to…

This guide resulted from the work of 14 colleges and universities participating in the Red River Valley Inter-Institutional Project, which related to the education of the culturally disadvantaged child. The project included two field experiences, one urban and the other rural; orientation meetings; and discussions. The aims of the Red River Valley…