Student teaching is only a successful experience if it assists the prospective teacher in developing effective classroom control techniques and evolving a personal teaching style. In order to make student teaching useful, four factors should be considered. First, profiles should be developed on the student teacher and the cooperating teacher…

Fifth of five articles in a series, titled "The Elementary School: Focus on the Culturally Different.

The teacher program described here was designed to create a deeper understanding of a wide span of instructional problems unique to the inner-city school setting, putting participants in a position of forming teaching strategies of their own as solutions. Such school problems as overcrowded classes, frequent daily interruptions, playground…

This document describes a "Cognitive Style Mapping of Students" curriculum in use in the Del Paso Heights School District. In this curriculum, the "cognitive style of the individual" is thought to represent a conglomerate of three "educational sciences": "Symbols and their Meanings,""Cultural…

The Cooperative Urban Teacher Education (CUTE) program enrolled 295 volunteer teachers in their senior year of college and trained them for one semester in an inner-city school. The program, operating from the fall of 1967 through spring 1970, included three components: sociology, mental health, and teacher education. The 1971 follow-up study of…

The type of reading teacher needed to teach reading at all grade levels in urban schools is characterized, and the habits and attitudes necessary for success are identified. The teacher needs to be (1) cognizant of the attitudes, misunderstandings, and prejudices of his colleagues; (2) aware of the possible hostility of his students, but sensitive…

In attempting to discover how a middle-class teacher copes with lower-class children in an urban school, the authors of this study (one an "outside" observer who sat at the side of the classroom, the other the teacher or "inside" observer) recorded the classroom actions and behavior of the teacher and his seventh grade pupils all day every day for…

The essential purpose of this document is to describe the organization and operation of the Central Minnesota Teacher Education Council (CMTEC) and several programs which it has developed in order to improve teacher education, to pool the resources and ideas of 35 school districts in central Minnesota, and to enhance college-school communication.…

The Ohio model, developed at the University of Toledo and implemented in the Toledo area, was designed to produce comprehensive educational change through the strengthening of relationships among the institutions, programs, and personnel who have an impact on educational change. The strategy of the model is to produce able teachers through the…

A study of inservice needs of principals and teachers at schools in the process of desegregation indicates the following: (1) White staff must perceive the need for change; (2) inservice training should address overall goals and teachers' implementation needs; and (3) teachers must be interested in pupils' needs as well as in their own…

Nearly everyone involved in the enterprise of schooling understands the profound importance of building and sustaining a high-quality team of teachers. Moreover, the research is clear: the single most important school-based determinant of student achievement is the quality of the teacher in the classroom. Yet, urban schools must often staff their…

This paper examines and compares two groups of urban and suburban minority school district educators in an effort to discover the qualities and conditions that make them effective and potential models for other teachers. One group of four teachers is from an inner-city day care and afterschool center. The program has a history of commitment to…

The Urban Sites Network of the National Writing Project was conceived, designed, and implemented as a national teacher inquiry network for urban sites of the National Writing Project. The goal of the Urban Sites Network has been to develop, articulate, and implement a new agenda for National Writing Project sites serving larger cities. Over the…

This book attempts to provide a comprehensive overview of the major leadership issues facing urban schools. It also provides practical recommendations for improvement to address the challenges of urban school reform. The chapters are: (1) "Circular Hopelessness, Poverty, and Urban Schools"; (2) "Academic Achievement and Parental Involvement in…

"Report on the Cultural Missions of Mexico" is based on a manuscript written in Spanish by Professor Guillermo Bonilla y Segura, Chief of the Cultural Missions Department of the Mexican Secretariat of Public Education. The report covers the activities of the missions for 1943 and also gives limited information concerning the program…