The educators in the teacher inquiry group examine how to teach for social justice and support the development of student-empowering social justice themes in teachers' practice. A better understanding of effective urban teachers' philosophies and practices and putting a system in place to support the professional growth of all teachers are the two…

A high school teacher describes his educational philosophy, which he feels would result in his ability to take the opportunities he missed with his high school students to teach future classes with the new philosophy in the mind. He also hopes that it would allow him to develop teachers who would be able to give more consideration to "the…

States are establishing high stakes assessments to serve as a measurement tool of students' academic abilities. This study essentially explored and sought to understand some of Maryland's mathematics and science practitioners' perspectives on increase testing, and the No Child left Behind (NCLB) Act. Basically, the study sought to understand and…

This paper focuses on the challenges faced by faculty in the urban teacher preparation programs, particularly in the area of technology integration by pre-service and in-service teachers in their classroom instruction. The paper discusses the issues of first-order barriers (access to technology, infrastructure support) and second-order barriers…

PreK-12 teachers in an urban school district enrolled in a course designed to examine the complexities of teaching in urban schools. This course was part of a grant aimed at increasing math and science achievement of their students. Teachers critically examined local and national policies and conditions that added to the complexities of their…

The purpose of this interpretive study is to situate teachers' understanding and interpretation of their experiences with indigenous students in city schools. This qualitative study examines six teachers' perspectives of indigenous students and reveals factors that potentially impede or promote the success of indigenous students in Taiwanese urban…

Brian Jacob examines challenges faced by urban districts in staffing their schools with effective teachers. He emphasizes that the problem is far from uniform. Teacher shortages are more severe in certain subjects and grades than others, and differ dramatically from one school to another. The Chicago public schools, for example, regularly receive…

An instructional technique is suggested which can be used in both pre-service and in-service training programs to enhance teachers' understanding of the need to help inner-city children develop positive self-concepts. (CS)

Author discusses how he introduced a mix of traditional and programed instructional methods to the problem of teaching algebra to a slow-track ninth grade class which contained many inner city learning problems. (Author)

A survey of 18 values held by selected groups of preservice teaching candidates and by successful, urban, secondary-school teachers showed a divergence that can be expected to affect personal characteristics and teacher behaviors, as well as instructional success or failure in a variety of teaching environments. The two groups differed…

A study was conducted to determine whether the Stallings Effective Teaching Practices inservice training program contributed to improved teacher performance in the Cincinnati, Ohio, Public Schools. The study had two major objectives: (1) to assess the degree of improvement in selected teacher practices after training; and (2) to investigate the…

THE TASK FORCE WAS CONCERNED WITH URBAN YOUTHS' SCHOOLS AND SOCIAL SETTING. IN NO OTHER GROUP OF CHILDREN ARE THE FACTORS OF SELF-CONCEPT AND SELF-ESTEEM MORE CRUCIAL TO THEIR ROLES AS LEARNERS AND CITIZENS. MANY FALL INTO REACTION PATTERNS OF WITHDRAWAL AND AGGRESSION. THESE ARE YOUNGSTERS WHOSE REACTION TO THE OUTCAST ROLE HAS TAKEN THE FORM OF…

IMPLICIT IN THE CONCEPT OF IMMEDIATE REINFORCEMENT ARE TWO ASSUMPTIONS--(1) THAT A NEED MUST BE SATISFIED, AND (2) THAT A REWARD CAN SERVE TO SATISFY THIS NEED. THE CULTURALLY DISADVANTAGED CHILD NEEDS ENCOURAGEMENT OR DISCOURAGEMENT RIGHT AWAY. HIS SOCIETY OPERATES IN THIS WAY. IN THE CLASSROOM, SUCH REINFORCEMENT MAY TAKE MANY FORMS. ONE TEACHER…

This guide is intended to serve the information needs of the teacher-development decision maker, that is, of the teacher educator with special reference to urban schools. It is presented as a synthesis of information from a variety of sources and is divided into four sections, each a subdivision of the main subject--teacher development: 1) its…

The STINT Teacher Training Program is designed to provide crucial support for new and inexperienced teachers in urban schools using skilled and experienced teachers who are given 100 percent released time to work with the participants on a ratio of approximately one to nine. The program is concentrated in the ghetto areas of Manhattan, Brooklyn,…