Inner-City Students at the Margins [electronic resource] / M. C. Wang and Others.
At the margins of American education are students with unusual needs who challenge teachers to the limits of their commitments, insights, and skills. This paper considers the marginalized students in inner-city schools and suggests ways to improve education for them and for all students. There are d...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1993.
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MARC
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| 100 | 1 | |a Wang, M. C. | |
| 245 | 1 | 0 | |a Inner-City Students at the Margins |h [electronic resource] / |c M. C. Wang and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1993. | ||
| 300 | |a 48 p. | ||
| 500 | |a ERIC Document Number: ED399318. | ||
| 500 | |a Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the Invitational Conference on Making a Difference for Students at Risk (Princeton, NJ, October 14-15, 1993). |5 ericd. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under ED 1.310/2:399318. | ||
| 520 | |a At the margins of American education are students with unusual needs who challenge teachers to the limits of their commitments, insights, and skills. This paper considers the marginalized students in inner-city schools and suggests ways to improve education for them and for all students. There are disproportionate numbers of racial and ethnic minority students at the margins. The following types of programs and students are typically described: (1) special education programs for learning disabled and mentally retarded students; (2) language-related programs for minority students and immigrants; (3) high achiever programs; and (4) students suspended or expelled from school. There are other categorical programs, and a look across all the types suggests that they are not working as well as intended, and that they pay too little attention to student outcomes. Categorical programs often have a limited curriculum and a single problem-minimizing instructional mode. They are also likely to be inadequately researched and evaluated. To reach numbers of marginalized students, the immediate task is to strengthen the schools of the inner city, mainly by focusing on effective instruction. Instructional improvement heads the list of solutions, followed by policy-level changes and revised bureaucracy. Improvement in the lives and learning of all inner-city children is the most urgent issue in the nation. An epilogue summarizes recommendations from the conference at which this paper was presented. Appendix A lists participants, and Appendix B contains the conference agenda. (Contains 1 figure, 1 table, and 38 references.) (SLD) | ||
| 650 | 1 | 7 | |a Disadvantaged Youth. |2 ericd. |
| 650 | 0 | 7 | |a Educational Policy. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Ethnic Groups. |2 ericd. |
| 650 | 0 | 7 | |a High Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Inner City. |2 ericd. |
| 650 | 1 | 7 | |a Language Minorities. |2 ericd. |
| 650 | 1 | 7 | |a Minority Groups. |2 ericd. |
| 650 | 0 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Program Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Racial Differences. |2 ericd. |
| 650 | 0 | 7 | |a Special Education. |2 ericd. |
| 650 | 0 | 7 | |a Special Needs Students. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 1 | 7 | |a Urban Schools. |2 ericd. |
| 650 | 0 | 7 | |a Urban Youth. |2 ericd. |
| 710 | 2 | |a Temple Univ., Philadelphia. Center for Research in Human Development and Education. | |
| 710 | 2 | |a Temple Univ., Philadelphia, PA. National Education Center on Education in the Inner Cities. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED399318.pdf |z Full Text (via ERIC) |
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