Inner Cities Public Education NATURE OF THE STUDY Background of

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.

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.

In his delineation of the problems attendant to teaching

. . .
ook liberal arts courses and courses specific to their education major. During the last two years, interns pursued specific coursework toward a chosen teaching field. In year two of the BIT project, a "cohort" group of students was added, representing a sample of education majors who were enrolled in the "regular" teaching program. This cohort provided a basis for comparison between BIT and regular teacher education students and the professional curriculum of the regular and BIT programs. In addition to these comparative data, Otis-Wilborn's (1988) report includes interview data concerning student-teachers' ideas about teaching, projections of self, perceptions of relationships, and reflections on the program. Butler (1989) reports that in 1985 the College of Education at Memphis State University, in cooperation with several school districts, implemented teacher internship programs which focused on the induction process and mentor support systems. Collaborative arrangements associated with the internship designs included: (1) use of Tennessee career ladder teachers as mentors; (2) coordinated support by university faculty as pedagogical and content-area mentors; (3) instructional support for the schools; (4) facilitation of
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