Across the United States, an ever-increasing number of high schools have reevaluated their use of instructional time and have adopted some form of a block schedule. Block scheduling, an innovation grounded in Trump's Flexible Modular Scheduling Design, reorganizes the school day into extended blocks of time, each approximately 70 to 90 minutes.…

Implications for teacher educators preparing teachers for inner city schools. (Editor)

A conceptual approach for teaching conservation so that it relates directly to the pressing resource issues confronting our modern urban-industrial society. (MB)

To answer critics of the Bicentennial who are wary of studying too much past history and ignoring problems facing cities today, the author suggests areas which can be studies which are relevant to both the past and present. For example, major cities still experience age-old problems of fire, sanitation, traffic control, crime, and public works.…

The ethnographic study of four successful intermediate level resource teachers working with high risk urban children found similarities in their instruction of reading comprehension (e.g., using activities personally meaningful to the child) and changing students' miscue patterns. Significant differences also emerged as well as nonuse of some…

High school teachers often have difficulty motivating struggling students to complete homework--especially in inner-city schools in which many students are discouraged by stressful living conditions. The authors consulted with successful urban educators who were involved with innovative, small high schools in New York City, and asked what…

This article discusses an instructional development system called "holistic" approach, a strategy to improve high school education in Chicago. The initiative includes new curriculum materials, aligned to district standards, as well as assessments and ongoing teacher coaching and training that are designed for the curriculum. The design…

A study was conducted in the City College of Chicago and replicated in three other urban community college districts to investigate the instructional methods of a sample of exceptional community college teachers and to look for alterable teaching behaviors and techniques that could be presented to other teachers who wanted to improve their…

Based on research using participant and nonparticipant observation in a natural setting, a study examined how teaching practices, classroom conditions, and student differences influenced the design of writing lessons in 14 English classes in five inner city schools. Data were collected from five sources--interviews, writing samples,…

This document describes changes in language arts instruction that are designed to recognize the unique strengths and abilities of Chapter 1 and migrant education students. The document also describes a particular vision of a new language arts program for these students, a program designed to teach to their strengths and provide them with…

Mastery Learning and Student Team Learning are two widely used instructional methods designed to confront the problem of student diversity in group-paced instruction. This study evaluated Mastery Learning, Student Team Learning, and a combination, in 43 inner-city math nine classes over a full school year. Results indicated greater achievement on…

An exploratory study was conducted to identify the characteristics and behaviors related to effective instruction in an urban community college. The 30 instructors selected for the study taught introductory courses in biology, English, mathematics, or social sciences at the City Colleges of Chicago. All had exceptionally high levels of student…

This report summarized the first of two workshops for teachers of disadvantaged and handicapped students in vocational schools in the urban setting. The workshop was jointly planned by the Vocational Division of the Baltimore City Public Schools and the University of Maryland. Departments represented were special and industrial education and the…

This report summarized the second of two workshops for teachers of disadvantaged and handicapped students in vocational schools in the urban setting. The workshop was jointly planned by the Vocational Division of the Baltimore City Public Schools and the University of Maryland. The departments of special and industrial education and the institute…