ERIC Number: ED117273
Record Type: Non-Journal
Publication Date: 1974-Feb
Reference Count: N/A
Desegregation of the Minneapolis Public Schools, Minneapolis, Minnesota: A Case Study.
Bynum, Effie M.; And Others
A team of researchers from Teachers College, Columbia University visited selected schools in the Minneapolis Public Schools system for the stated purpose of studying and documenting key processes within the school district and community which effectuated a desegregated system. The study team consisted of five members who conducted structured and unstructured inverviews with a sampling of Central administrative staff, school faculty and staff, students, parents and community leaders, and observed both formally in eleven school settings. Observations in class rooms, study halls, lunch rooms, hallways, etc. were complemented by group as well as individual interviews, it is stated. The instruments used for data collection were structured to more readily ensure consistency and adequacy of reporting. In summarizing key factors that have made for successful desegregation in the school district, it is stated that such components as communications skills among teachers and support staff, more flexible academic program, promotion of the team-teaching method, and an increasing willingness of teachers to be open with each other and to deal with conflict were mentioned most often by respondents. It is noted that this report makes extensive use of individual quotes as a means of providing a clear picture of the wide range of views held among school and community people. (Author/JM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Teachers College.
Identifiers - Location: Minnesota (Minneapolis)