This is a progress report on the Ford Training and Placement Program as it enters its fifth year of operation in training teachers for inner-city schools. It is stated that the major achievement of the program is the effective way it has served as a linking mechanism among the university, public school system, and local school communities,…

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…

Discusses a current research effort that investigated the career orientations of a representative sample of urban secondary and elementary teachers in Utah. The author creates a theoretical background for the study and introduces the Career Orientation Inventory that was used in the data collection process. Implications for the urban educator are…

This study examines faculty turnover intent in an urban community college, with a specific focus on the relationship between turnover intent and three structural variables: level of faculty autonomy, amount of support for faculty innovation, and degree of communication openness in the college. Turnover intent is defined as the degree of likelihood…

Presents a preliminary position paper drafted by the National Science Teachers Association Committee on Teaching Science to Urban Youth. Addresses the question of how inner-city youth can be helped to grasp the spirit of science and its meaning for their lives as individuals and community members. (JR)

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)

Outlines the major problems surrounding the urban school curriculum, traces some of the expressed concerns about those problems over the last three decades, and extracts some hunches about the future of urban curriculum development. (Author)

Demonstrates that schools and other social institutions existing in inner city neighborhoods encounter a level of difficulty which even at its lowest point is sufficient to prevent them from operating successfully. (JM)

Describes a Syracuse, New York, school that removed bureaucratic restraints by emphasizing ends rather than means and by centering responsibility and authority within the school building. (JF)

Presents information regarding the qualifications of teachers, their identification with the problems of inner-city schools, and their commitments to teaching in the inner-city. (JM)