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)

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)

Identified differences and similarities in a sample of 1,700 entry-level teachers among those who started their careers in racially/ethnically diverse schools and those who taught in schools with low levels of racial/ethnic diversity. Findings highlight the complexities of teaching in schools of high diversity. (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)

Describes a 19-month, graduate, alternative teacher certification program for urban middle and high school teachers that can lead to teacher certification, or with additional coursework, a master's degree. Data from interviews and focus groups with graduate students, principals, and site mentors indicate that the program is successful in…

Presents a case analysis of the Miami-Dade Urban Systemic Initiative (MDUSI). Describes the development of a general framework for systemic reform that is used as a tool to examine the particulars of systemic reform initiatives and their potential to impact the teaching and learning of science and mathematics in diverse contexts. (Contains 27…

Reports on the results of case studies in two Ohio middle schools that employed a model known as the equity metric to identify factors affecting equity in urban science education reform. (Contains 33 references.) (DDR)

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…