Problems of Inner City Schools Background of the Study Acc

Specifically, Kozol reports that there is a spiritual, racial, and economic isolation that plagues the inner cities, the hallmarks of which are the loss of factories and business in the areas, and the increase in gangs and gang violence. In terms of education, there is a reliance on low-paid teacher substitutes, disparity in funding between schools, and other negative factors (such as inequities in staffing and supplies) impacting the lives of inner city school-aged children (Kozol, 1991).

The problems of the inner cities and public education have also been discussed by Peterson (1985). Like Kozol, Peterson describes inner cities as places where minority groups are increasing isolated, where there are declining economic opportunities for unskilled, blue collar workers, a growing urban underclass of unemployable, minority poor, patterns of ghettoization and suburbanization, and an ever rising rate of crime. These are the realities that confront teachers electing to teach in inner city schools.

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e. In general,Sangster's (1989) findings indicated that apprentices were less likely than were student teachers to have specific assignments and undergo formal evaluation. Most of the apprentices indicated that the program helped them confirm their career decisions. All but two apprentices acknowledged difficulties with the program, most centering around its timing or duration. Teachers and principals acknowledged the presenrteen female and three male seniors were selected for the project. According to Otis-Wilborn (1988), these interns wer teachers, thought that the program should continue. Another source that may provide relevant curriculum for the proposed study is a report compiled by Otis-Wilborn (1988) on the third year of the Bridenthal Internship Teacher Project (BIT), initiated in 1984 to recruit, train, and retain high ability high school seniors into teaching. Fourteen female and three male seniors were selected for the project. According to Otis-Wilborn (1988), these interns were awarded scholarship support that covered most of their college tuition for four years and provided a pay increment during the first two years of classroom teaching. During these first two years in the school of education, interns w
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Some common words found in the essay are:
Internship Program, Development Design, Data Analysis, According Otis-Wilborn, James Ellis, Services BOCES, MTIP Schnieder's, Borg Gall, Service ED, York Mager's, inner city, eric document, internship program, eric document reproduction, document reproduction, document reproduction service, reproduction service ed, service ed, reproduction service, student teachers, teacher education, beginning teachers, teacher internship, inner city schools, teacher internship program,
Approximate Word count = 8379
Approximate Pages = 34 (250 words per page)