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• A Cross-National Study of Teachers' Attributional Patterns
  This cross-national study examined patterns in teachers attributional responses to outcomes of students with and without learning disabilities. Teachers from elementary schools in California and Guatemala City participated in the study.
• ADL's Collection of Educational and Anti-Bias Resources
  The full complement of educational materials, videos, posters, curriculum guides and books available from the Anti-Defamation League (ADL) is now accessible in catalogue form. Updated to include the most current ADL educational and resource material, ADL Resources for Classroom and Community is being distributed to schools, parents, organizations and communities.
• Alternative Teacher Program Trains Hundreds in Ga.
  An alternative teacher-preparation program piloted in Georgia intended to yield 200 applicants, drew thousands of inquiries, overwhelming and delighting administrators trying to alleviate a severe teacher shortage.
• Anti-Bias and Conflict Resolution Curricula: Theory and Practice
  The ERIC Clearinghouse on Urban Education conducted a survey to identify anti-bias projects providing services nationally to schools and organizations, and those with programs easily replicable by local educators. The result is A Directory of Anti-Bias Education Resources and Services, comprised of profiles of 52 such projects.
• Assessment for Equity and Inclusion: Embracing All Our Children
  How students are assessed can determine not only the quality, type, and degree of education they receive, but has long-term consequences for their future. Assessment by standardized testing often labels poor and minority children in ways that exclude them from opportunities, while failing to measure their true potential.
• Bringing Diverse Populations into the Teacher Certification Process
  The College of Education at Wayne State University focuses on the preparation of professional educators for urban settings. In 1997 the College won the AACTE award for best practice in the area of supporting diversity in the teaching profession.
• Caine Learning-Home of Brain/Mind Learning
  Caine Learning provides a good overview of how to reach "cognitive diverse_ classrooms and has a great list of online tools. We especially like the Capacities Wheel and the Guided Experience Model.
• Case Studies of Urban Schools: Portrayals of Schools in Change
  A National Center for Research in Vocational Education study. The project was designed to describe how a small group of comprehensive high schools in urban areas are developing, implementing, and evaluating educational restructuring initiatives that include vocational education as a key component of those efforts.
• Communication Strategies for Effective Collaboration
  As schools move to a more collaborative service delivery for students with exceptionalities, it is important for educators to communicate within school settings on a variety of topics related to meeting student needs. To meet the needs of all students and promote inclusion services, special and general educators must communicated with colleagues in school settings.
• David Gibson, Ed.D.
  Dr. David Gibson is the Director of Research and Development at the National Institute for Community Innovations as well as the Vermont Institutes.
• Dis-Integrating American
  Racially integrated public schools have not become embedded in the foundation of American public policy. Nor do powerful claimant groups protect integrated schools.
• Educating Urban Minority Youth
  A review of the research on promising practices for educating inner-city minority youth.
• Elementary Teachers' Commitment Declines: Antecedents, Processes, and Outcomes
  This qualitative study examines the organizational, social, and personal factors that may influence elementary teachers' declining commitments. Our findings suggest that when the teachers under study felt unsuccessful, that is, when they experienced low feelings of efficacy and low feelings of community, teachers' commitments' shifted or declined.
• Gangs Research
  Several abstracts from journal articles on gangs.
• Getting in Trouble: The Meaning of School for "Problem" Students
  Three students attending an alternative school were selected because they had been labeled by their previous school and teachers as "problem students." A series of interviews was completed with each individual with the purpose of exploring the meaning of school for each. Each participant indicated an acceptance of the notion that education is important, but each also felt negatively about school.
• Glimpses of innovation: Efforts to increase Chicano/Latino teachers in the southwest.
  This volume presents the results of an effort at the Tomas Rivera Center in Claremont (California) to determine what is being done in the southwestern United States to produce more Latino and other minority teachers, including descriptions of 31 programs currently implemented at colleges and universities. (ERIC Abstract).
• How to Differentiate Instruction Reconcilable Differences?
  The article discusses differentiation as a philosophy and set of beliefs that acknowledges that students of the same age differ in their readiness to learn, their styles of learning, their experiences and their life circumstances. Differentiation is wary of approaches to teaching and learning that standardize.
• Implementing an Anti-Bias Curriculum in Early Childhood Classrooms. ERIC Digest
  Abstract: An antibias curriculum seeks to nurture children's potential by addressing issues of diversity and equity in the classroom. Goals of antibias curricula are to foster children's self-identity, interaction with people from diverse backgrounds, critical thinking about bias, and ability to stand up for themselves in the face of bias.
• Implementing distance learning in urban schools.
  This digest discusses how urban schools can implement effective distance learning programs through customized development of the three elements crucial to a successful distance education program: a sound instructional design; appropriate technology applications; and support for teachers, students, and collaborative partners (Steiner, 1999).
• Lessons learned.
  Gloria Ladson-Billings summarizes some of the lessons learned from working with the Teach for Diversity certification program.
• Making the Grade in High School: Success for African-American Urban Males
  Prince George's County Public Schools in Maryland, profiles an ancillary program which address the needs of underachieving freshman males.
• Mediating Boundaries of Race, Class and Professional Authority as a Critical Multiculturalist
  This article presents one professor's reflections on the challenges of mediating the boundaries of race, class and professional authority in an undergraduate multicultural education course (abstract from article).You must register (free) on the site to review the article.
• National Center on Public Education and Social Policy
  The National Center on Public Education and Social Policy (NCPE) at the University of Rhode Island is dedicated to the continuous improvement of educational and community settings. The web site provides information for decision-making to promote the growth and healthy development of all children.
• New Urban Teacher Collaborative
  Indiana University School of Education at IUPUI is working in conjunction with the Office of Professional Development of the Indianapolis Public Schools (IPS) in an initiative known as the New Urban Teacher Collaborative (NUT-C). A Virtual Community Forum with sections for General Questions, Celebrations, Classroom Management/Behavior, Professional Readings, Elementary Curriculum, Middle and High School Curriculum and Technology supports beginning teachers during their first year in the schools.
• No Dream Denied: A Pledge to America's Children
  The third in a series of reports from The National Commisson on Teaching and America's Future (NCTAF). No Dream Denied addresses the issue of retaining quality teachers in our nation's schools.
• Nonprofit Leadership and Democracy Curriculum: A Guide for Strategic Analysis, Participatory Research, Civic Action, and Effective Advocacy
  The Nonprofit Leadership and Democracy Project has developed an innovative educational and training curriculum to help equip current and future nonprofit leaders to meet the complex challenges facing the nonprofit sector.
• Other People's Children: Cultural Conflict in the Classroom
  This collection of nine essays suggests that many academic problems attributed to children of color actually stem from a power structure in which the worldviews of those with privelege are taken as the only reality, while the worldviews and culture of those less powerful are dismissed as inconsequential or deficient.
• PEF and Osborne Foundation Implement Urban Masters Program
  The Osborne Foundation has awarded $1.5 million to the Public Education Foundation (PEF) to implement a master's degree program for urban educators. The PEF, who will raise an additional $500,000 for the project, will coordinate the Osborne Fellows Project.
• Preparing Teachers for Urban Settings: Changing Teacher Education by Changing Ourselves
  This article describes the personal and professional changes experienced by a teacher education faculty who embarked on a joint project relating to urban education. The faculty members committed to write book chapters applying their areas of expertise to the challenge of preparing teachers for urban schools.
• Program Finds New Teachers In Unexpected Places: Schools
  Recruiting highly qualified teachers to work in needy school districts isn't difficult if administrators know where to look for candidates.
• Programs for English Language Learners
  Materials and a reference tool to assist school districts through the process of developing a comprehensive English language proficiency or English language learners program. The materials discuss helpful steps to follow in designing or revising a program.
• Project Site Support
  Since 1999, Project SITE SUPPORT (PSS) has made unmatched contributions to the Baltimore City Public School System by providing hundreds of highly qualified teachers who have been specially trained to meet the diverse learning needs of students in this challenging urban environment.
• Quality of School Life (QSL) Introduction: Quality of the Educational Workplace
  Cheryl Kershaw and colleagues at the University of Tennessee developed a set of surveys on school life. The introductory brochure, attached as a "zipped set of images of the brochure deals with teacher's perceptions of the workplace.
• Research: Focusing In on Teachers
  Underlying much of the debate about teacher quality is a fundamental rift over what to make of the existing body of research on the topic. A summary of what the research says about effective teachers.
• School-Community-University Partnerships: Effectively Integrating Community Building and Education Reform
  Paper presented to Conference on Connecting Community Building and Education Reform: Effective School, Community, University Partnerships. The autor explains why universities are an appropriate and central partner to help develop and sustain better schools and communities.
• Supporting Beginning Teachers
  Twenty to 30 percent of new teachers leave the field within 3 years, 9.3 percent do not even make it through their first year, and after 5 years 50 percent have left teaching. Unlike most other fields, in which new hires spend years training and building up to more challenging assignments, first-year teachers are generally expected to take on the same duties and responsibilities as people who have been teaching 20 years.
• Teachers for Chicago
  Teachers for Chicago. Promising Practices.
• The Dreamkeepers: Successful Teachers of African American Children
  This book highlights several individuals and programs that have been responsible for improving the academic achievement of African-American students. The author reports on the positive results of culturally conscious education and highlights eight teachers who, though they differ in personal style and methods, share an approach to teaching that strengthens cultural identity.
• The Future Teacher Institute. Promising Practices, The Nation's Voice for Urban Education, Council of Great City School.
  The Future Teacher Institute (FTI) is a minority teacher recruitment model which was initiated and field-tested at the California State University, Dominguez Hills (CSUDH) over a five-year period. The major goal of the FTI is to involve promising minority high school students in a direct teaching/learning experience in order to increase the likelihood that they will eventually choose a career in education.
• The National Institute for Urban School Improvement
  The National Institute for Urban School Improvement focuses on three strategies that are essential to the urban school reform agenda: (1) link existing education reform networks with special education networks; (2) build information systems that assist leadership teams in both focusing on goals for instructional, curricular, and cultural improvement and empowering action research agendas among school professionals; and (3) synthesizes existing research into accessible media, both print and electronic.
• The NEA Foundation
  Created by the National Education Association, The NEA Foundation empowers public education employees to innovate, take risks, and become agents for change to improve teaching and learning in our society.
• The path to teacher leadership in educational technology
  Contains a synopsis of the five stages in the learning/adoption trajectory toward teacher leadership in technology. The table matches effective strategies to promote growth from one stage to the next.
• The Pedagogy of Poverty Versus Good Teaching
  This is an excellent article by Martin Haberman analyzing the status quo of urban pedagogy and pushing teachers to think about ways to break out of this and re-engage their students.
• The Pre-Teaching Academy at Walton High School/Lehman College
  Initiated at Walton High School in 1984 the Pre-Teaching Academy has provided an introduction to careers in teaching through college classes and classroom internships for over 700 Walton High School juniors and seniors, 25% of whom plan to pursue, are pursuing or are engaged in teaching careers. All of the students are members of minority groups and most come from low income families.
• The Urban Impact Project - Curriculum Redesign
  The Urban Impact Project's first goal is to restructure university coursework and university/school partnerships to better equip preservice teachers with the necessary knowledge, skills, and abilities to succeed with urban student populations, utilizing technology enhancements where appropriate. The Curriculum Redesign teams strive to reach this goal in three areas: science, reading, and math education.
• Urban Specialist Certificate Program
  With funding from URBAN IMPACT, a U.S. Dept.
• Urban Teacher Academy Project (UTAP)
  This site is designed to help school districts and schools, colleges, and departments of education learn about high school teaching career academies -- programs that encourage high school students to consider careers in teaching.
• Who is prepared to teach in urban schools?
  The article examines the hypothesis that alternative routes to teacher certification are more likely than traditional routes to recruit successful urban school teachers. Beliefs and practices of 45 secondary English and mathematics novice teachers from bo th routes were studied.
• Why Urban Parents Resist Involvement in their Children's Elementary Education
  Reseachers examined the perceptions of teachers and parents about family involvement in urban schools. The study generated from several others that have been conducted about teaching in high poverty, urban schools.