This 2008 foundation report provides an opportunity to look back and ahead as the organization reviews what has been accomplished and identifies challenges to be tackled in the future in the areas of education, scientific and medical research, and the arts. Grant making from the perspective of grantees is presented in each area. [This document was…

Suggesting that women are at a disadvantage in cities and towns, discusses experiences of women at home, working women, women traveling, shopping, and growing old in cities. Includes suggestions for studying women in cities. (JN)

This volume is the first in a series emanating from the Center for Educational Research and Innovation's project on science, mathematics, and technology education in countries of the Organisation for Economic Cooperation and Development (OECD). It contains eight case studies from the United States presented to an international conference. Four…

Teachers are responsible for delivering, selecting, and implementing learning activities for their classrooms. They must consider the best approaches to engage their students as well as to meet the school's standards in instruction. Here is a practical how-to book to supplement the social studies curriculum. It places at the teacher's disposal,…

Although American cities have changed and, many feel, declined, they remain important resources for educating. The life and architecture of the cities hold lessons for students from grade school to college. Using the city at hand, the teacher can help to create a new breed of informed, active urban citizens. (KH)

Provides a listing and discussion of principles/guidelines for urban and local studies. Suggests that these studies be integrated, issue based, open ended, and available to students of all abilities. In addition, they should lead to action and development of values and communication skills. They should also have a new/alternative form of…

Describes the development and implementation of a program in which students in Portland, Oregon, learn about architecture, urban history, and urban growth by exploring the city, studying its buildings, examining social, political, and economic influences on the environment, speaking with people in the neighborhoods, and using city resources. (MJL)

The aim of a new company (Streetwork) is to promote urban and local studies in school and community education. "Streetwork" will publish the Bulletin of Environmental Education, conduct workshops and seminars, initiate and undertake research activities, provide information/advice on setting up Urban Studies Centers, and offer advice to…

This document has two parts. Part I is a rationale developed to present a point of view about the opportunities for environmental education in urban schools. The premise is that environmental education should be a vital part of the total school program. Part II, Teaching Activities, contains ideas and suggestions for implementing such a program.…

For teaching about urban geography, it is suggested that students first examine self-contained buildings and treat them as miniature cities, then advance to more traditional concerns of the discipline. (Author/ND)

This unit begins with the historical development of Florida and analyzes development from the perspective of an energy system. The unit deals with the urbanization process currently taking place in Florida and explores where it may be leading. Lessons are designed for individualized instruction or for use by students in small groups. In some cases…

Different approaches for including urban studies in elementary and secondary school curriculum are discussed. Program development in Hertfordshire, England that describes problems and issues associated with environmental education and interdisciplinary approaches are included. (DC)

This article offers one approach to determining the degree to which any school is contributing to the struggle to improve our urban environment. (Author/ND)

Describes the efforts of the Toronto Board of Education in providing both day and residential programs for students. Relates how the field facilities promote the goals of teaching about, for, and from the environment. Mention is also made of the board's encouragement and support of field tripping and summer programs. (ML)

Traces the development of environmental education in the United Kingdom from the early 1900s to the present. Educational and organizational efforts described include urban studies, field studies centers, school curricula, national associations, and teacher education. High quality programs now exist at all levels of education. (WB)