Regardless of the direction of pupils' preferences (humanistic or custodial) the more closely pupils' perceptions of their teachers' actual behavior approximated their conception of ideal teacher behavior, the more positive were their attitudes toward teacher and school. (Author)

Results of a study of the cognitive and affective development of 1,292 students, mostly Black or Hispanic, who had been retained more than once in the elementary grades indicate that retention and intervention must take place early to increase subject mastery. Curriculum improvement and teacher retraining are critical factors in improving minority…

This study attempted to identify elements accounting for reading proficiency among poor Black children. The expectation that teacher's style was important was not supported. Important elements seemed to be early reading, family encouragement, teachers' positive expectations, and placement with other good students. (CJM)

Teachers from predominantly Black, White, or Hispanic inner-city, elementary schools report on the factors which cause physical and mental stress. The report claims that these stresses undermine teacher morale, and ultimately, the quality of instruction suffers. (APM)

Examined how one urban charter school struggled during its first year to overcome several barriers, such as the initial small facility, limited curricula, and strained teacher-administrator relationships, to become a cohesive team that nurtured a unique community of learners. Case study data indicated that keys to success included teacher…

Culturally relevant, ongoing project-based learning was facilitated in a predominantly African American urban elementary school via a community garden project. The project involved teachers, students, university members, and community members. This article evaluates the project through two classroom-community collaboration models, noting common…

Investigates whether significant differences exist between effective and ineffective urban schools based on students' classroom behavior and students' motivation and perceptions of their classroom learning environment. Comparisons between eight urban elementary schools serving predominantly African American students are presented that show…

Discusses research on possible resegregation effects that busing has had on the Norfolk (Virginia) schools due to "White flight" since desegregation began. Studies of enrollment from 1981 to 1988 show that ending busing after a court decision in 1986 has increased resegregation in Norfolk. (JS)

Links pedagogical theory and practice through a description of teaching-research activities and critical pedagogy in a southern inner-city elementary school classroom, focusing especially on African American students. Recommendations are made for teaching and using critical pedagogy in the schools. (SLD)

Examines the School Development Program of James Comer, first essayed in two predominantly Black New Haven (Connecticut) elementary schools. His theories of school improvement stress stability, autonomy, institutional loyalty, warmth of daily interaction, and other elements present in Black families and communities in prior decades. (DM)

Examines the communal bonds with families formed by an African-American school in St. Louis (Missouri) from 1994 to 1997. This school, in a manner reminiscent of many black schools before the Brown versus Board of Education decision, sustains strong community bonds and is a strong force for local stability. (SLD)

Describes the implementation and results of Project Self, an African-American cultural identity program, in three classes of fourth graders in the Jersey City public schools. The curriculum covers cultural inheritance, interrelations among social structures (education, politics, law, religion, economics) of a culture, and problem solving for self,…

Examines the pedagogical practices that four urban, African American elementary teachers used with African American students. Findings reveal teaching practices consistent with various norms espoused by African American students in a manner termed culturally relevant. Three of the major pedagogical themes are discussed: holistic instructional…

Interviewed African American teachers at two suburban elementary schools to investigate their perceptions of and experiences in schools where European American teachers and students predominated. Data were analyzed with a focus on organizational culture and ethnic identity. Results indicate that such teachers need preparation with strategies for…

Examined the first year of cooperative planning between an elementary school and the local community for a full-service elementary school collaboration. Data from observations, surveys, and interviews provide feedback on perceptions of student achievement, barriers, parent participation, leadership and power, the planning process, and goals and…