NCCRESt

part of the Education Reform Networks

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Urban Teaching

• A Multicultural Education Experience: The Importance of Process
  Discusses issues and problems in the development and implementation of multicultural education programs, focusing on how a group of educators sought to help early childhood teachers deal with the increasing number of intergroup conflicts among their pupils. These educators developed a multicultural education resource book.
• Mentorships: Transferable Transactions among Teachers
  As dispensers of information, mentors can support teachers through career stages from recruitment to retirement. This article explores mentorships as transferable transactions.
• Predictors of Success in Urban Teaching: Analyzing Two Paradoxical Cases
  Uses case-study methods to compare the urban field-teaching experience of two undergraduate teacher-education students. Identifies factors that contributed to one student teacher's success and the other's failure.
• Prospective Teachers' Attitudes toward Urban Schools: Can They Be Changed?
  Studied the impact of urban-based field experience on the attitudes of 75 elementary-education majors. The effects of the field experience were generally positive, with 55% of the urban placement group indicating that they were inclined to pursue inner-city teaching, compared to 20% of the suburban placement group of 101 students.
• Urban Bilingual Teachers and Mentoring for the Future
  Reviews the literature on mentoring teachers, focusing on bilingual and bicultural education and emphasizing issues relevant in urban settings. An interactive model of mentoring is proposed in which bilingual teachers, whether mentors or new teachers, can share perspectives sorely needed in this age of increasing cultural diversity.
• What Makes a Teacher Education Program Relevant Preparation for Teaching Diverse Students in Urban Poverty Schools? (The Milwaukee Teacher Education Center Model)
  Urban teachers need a set of attributes that enable them to connect with children and youth in poverty and to function in dysfunctional school districts. The Milwaukee Teacher Education Center's (MTEC's) urban mission is to prepare educators to teach in the real world classroom of urban schools.
• What Makes a Teacher Education Program Relevant Preparation for Teaching Diverse Students in Urban Poverty Schools? (The Milwaukee Teacher Education Center Model)
  Urban teachers need a set of attributes that enable them to connect with children and youth in poverty and to function in dysfunctional school districts. The Milwaukee Teacher Education Center's (MTEC's) urban mission is to prepare educators to teach in the real world classroom of urban schools.