WorldCat Identities

Center for Urban Education

Overview
Works: 241 works in 355 publications in 1 language and 4,404 library holdings
Genres: Periodicals  Bibliography  Directories 
Classifications: LC5101, 370.19348
Publication Timeline
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Most widely held works about Center for Urban Education
 
Most widely held works by Center for Urban Education
The Urban review by Center for Urban Education( )

in English and held by 1,399 WorldCat member libraries worldwide

The urban R's; race relations as the problem in urban education by Robert A Dentler( Book )

9 editions published between 1967 and 1968 in English and held by 866 WorldCat member libraries worldwide

Big city dropouts and illiterates by Robert A Dentler( Book )

13 editions published between 1965 and 1969 in English and held by 645 WorldCat member libraries worldwide

The differences between dropouts and adult illiterates in 131 of the largest cities in the united states were compared to see if these differences were associated with selected features of the local economies and social structures. As a part of the study, a comparative analysis was made of the effects of various programs to prevent or to rehabilitate dropouts and illiterates. The metropolitan communities were ranked in terms of their production of high school dropouts and illiterates. The ranking involved considerations of the economic, demographic, and other social differences between the cities. The investigators sought to answer three related questions--(1) can indicators of the relative performance of big cities with respect to dropout and literacy patterns be devised, (2) when differences due to social and economic background conditions are held constant statistically, what are the correlates of high school withdrawal and adult functional illiteracy, and (3) how are efforts to develop educational or social programs related to community characteristics. The investigators concluded that national and state economic policies, including programs of social insurance, may be of substantial importance in fostering increased educational attainment, while school and welfare programs that attempt to deal directly with dropout prevention or literacy are irrelevant, if not futile. This report was published by the center for urban education, new york, for $3.00. (al)
Politics and reality in an American city; the New Orleans school crisis of 1960 by Morton Inger( Book )

4 editions published in 1969 in English and held by 240 WorldCat member libraries worldwide

The Negro in schoolroom literature; resource materials for the teacher of kindergarten through the sixth grade by Minnie W Koblitz( Book )

6 editions published between 1966 and 1970 in English and held by 186 WorldCat member libraries worldwide

The educational park; a guide to its implementation by Max Wolff( Book )

3 editions published in 1970 in English and held by 102 WorldCat member libraries worldwide

This book analyzes and discusses the various aspects of the "Educational Park," the concept of which was originated as an approach to the present-day crisis of the inner city and its public school system. Basically, the Educational Park is conceived as a large clustering of educational facilities serving all the schools on a campus, so as to bring together the school population of many small neighborhoods and thereby providing for the children and all the citizens of an entire larger urban community; within this fundamental notion, tremendous variation is envisaged. The content of the book focuses on: the internal space environment, economic impact of the Park, architectural design, administrative problems, educational programs, development site selection, transportation system, use of air rights, community participation, cost considerations, and sociological conditions for and consequences of the Park for the community; guidelines are suggested for the implementation of such a Park project with reference to each of the areas discussed. Concluding remarks also emphasize that the Park proposal is no panacea, but that it is an opportunity within which each community must find its own way of applying the overall idea to their particular time and place. (Rj)
The school in the middle; divided opinion on dividing schools by Lawrence J Barnett( Book )

2 editions published in 1968 in English and held by 85 WorldCat member libraries worldwide

Greater New York art directory by Thomas J Scott( Book )

2 editions published in 1968 in English and held by 49 WorldCat member libraries worldwide

The Center forum( )

in English and held by 40 WorldCat member libraries worldwide

Participants and participation; a study of school policy in New York City by Marilyn Gittell( Book )

5 editions published between 1967 and 1968 in English and held by 31 WorldCat member libraries worldwide

A 3-year study of decision making in the new york city schools explores the political forces affecting educational policy and evaluates the relative openness of the system. Policy makers include the board of education, 31 local school boards, the superintendent, the head office staff, the field staff (principals, assistant principals, district superintendents, and department chairmen), a headquarters supervisory group, local district superintendents, supervisory associations, the teachers' union, local civic and interest groups, and the city's press. As policy-formulation for an increasingly complex school system has demanded more specialized knowledge, power has shifted from the board to professionals in the system and to special interest groups. Curriculum development and budgeting are almost completely controlled by the headquarters supervisory bureaucracy. In the selection of the superintendent, the board of education plays a primary role. The determiners of salary policy include the mayor and special interest groups as participants. Problems concerning integration have prompted the active involvement of special interest groups, further breaking the monopoly of power vested in the small core of superintendents, boards, and school bureaucracies. Suggestions for decentralizing the system include (1) developing educational parks, (2) strengthening local school boards, (3) decentralizing economic administration into local school districts, and (4) replacing the present single district with several coordinated smaller districts. These suggestions are applied to the five boroughs of new york city. This document is also available from the center for urban education, 33 W. 42 st., New york, N.Y. 10036, for $1.00. (jk)
Policy study by Center for Urban Education( )

in English and held by 23 WorldCat member libraries worldwide

Housing and education; an occasional paper by Center for Urban Education( Book )

2 editions published in 1971 in English and held by 22 WorldCat member libraries worldwide

A longitudinal investigation of Montessori and traditional prekindergarten training with inner city children: a comparative assessment of learning outcomes; a three part study by Barbara Berger( Book )

1 edition published in 1969 in English and held by 20 WorldCat member libraries worldwide

Educational park development in the United States, 1969 : a survey of current development plans with a list of reports and references on the educational park by Max Wolff( Book )

2 editions published in 1970 in English and held by 18 WorldCat member libraries worldwide

Urban education bibliography: an annotated listing by Hunter College( Book )

2 editions published in 1968 in English and held by 17 WorldCat member libraries worldwide

This annotated review of literature brings together research reports, articles, books, and other publications concerning urban education. The contents are designed for researchers, teachers, students, administrators, and policymakers. The references are primarily from material produced from September 1964 through December 1965. The bulk of the material focuses on minority group integration into the educational, social, and economic institutions of the country; the classroom and procedures of inner-city schools; the teachers and students of these schools; the curriculums and teaching techniques; the involvement of community and parents; and the role of school boards, politics, and bureaucratization as they affect these schools. Review notes indicate where data are lacking and list other bibliographies. Approximately 1,000 annotations are arranged under subject headings. Both a subject listing and Library of Congress listing are included. An unannotated list of some 350 entries is also included. An author index is provided for cross reference. (Js)
Oregon media guide( )

in English and held by 16 WorldCat member libraries worldwide

An annotated bibliography of measurements for young children by Barbara Berger( Book )

2 editions published in 1969 in English and held by 15 WorldCat member libraries worldwide

The list of entries in this bibliography represents a selected sample, not an exhaustive one, of assessment instruments for prekindergarten and kindergarten children. Some standard instruments which are commercially available are included, but the majority are research instruments used successfully on an experimental basis by investigators. With few exceptions they are individually administered. The selection covers the major assessment areas in early childhood research, which include measurement techniques geared specifically to the urban child from a low socioeconomic background. Other pertinent considerations include test validity and reliability data, childlike appeal, ease of administration, and scoring. The entries are organized into specific test categories indicating the type of behavior measured, such as: cognitive status, cognitive abilities; memory, attention, and learning; perceptual skills (visual and auditory); reading readiness; techniques for assessing cognitive style characteristics; and personal social development. Each entry is labeled r (research instrument) or c (commercially available), and I (individual administration) or g (group administration). Further information is provided on publishing houses or individuals to contact, in the case of research instruments. (Lh)
"Open door" New York City : a report by Center for Urban Education( Book )

4 editions published between 1970 and 1971 in English and held by 15 WorldCat member libraries worldwide

The "Open Door" Program began in Spring 1968 at ps 123 and in Fall 1968 at ps 84, and has been expanded in these schools in the 1969-70 school year. It seeks, within the large urban school, to set up a flexible and intimate learning environment, to provide greater continuity between grade levels, and to enrich the curriculum so that children have a chance to relate to more things and people. The teacher's role is seen as supporting and extending these experiences. A "corridor" can be effectively considered a unit apart from the school and so a "small school" within a big school. Classrooms, from pre-school through second, opening from such a corridor are the program's unit. By opening the doors, enriching equipment in classroom and corridor, and encouraging movement through the corridor between the classrooms and movement into the corridor, a continuity program, one grade from another even from pre-school, could be established--thus meshing with the actual progress of the child. The program proposes to continue the enriched environment and individualized teacher-child relationship of Head Start, and to show that Head Start gains can be maintained. The program also seeks to create a model for student teachers of individual and small group teaching in the midst of multiple activities. (Author/JM)
Crisis response: a report of activities of the Center for Urban Education during the school strikes in New York City in the Fall of 1968 by Center for Urban Education( Book )

2 editions published in 1969 in English and held by 14 WorldCat member libraries worldwide

During the 1966-67 school year, as part of its efforts towards decentralization, the Board of Education of New York City created an autonomous district located in the Ocean Hill-Brownsville area of Brooklyn. The newly formed local board experienced some difficulty in staffing the new district and eventually transferred 19 "uncooperative" teachers to the Central Board for reassignment. This summary action aroused the ire of the United Federation of Teachers and eventually led to a series of strikes in the fall of 1968. These strikes brought on a crisis in the educational life of the city. As the research and development arm of the U.S. Office of Education in New York region, the Center for Urban Education was tied to the school system through its programs in nearly 100 schools. By nature of its contract, it was incumbent upon the Center to respond to the crisis. The Center's approach was established after numerous discussions and decisions arrived at by its Board of Trustees and its Management Group. These decisions are recorded in this report along with descriptions of six action projects engaged in by Center personnel. These projects were: (1) creative energy workshops in the arts; (2) television instruction; (3) training of parent-instructors; (4) workshops on post-strike problems; (5) descriptions by two superintendents of events during strikes in their districts; and (6) a survey of community attitudes in one district. Also included are reflections on the strike situation excerpted from the Center's leading publications. (Author/JF)
Expansion of the more effective school program by David J Fox( Book )

2 editions published in 1967 in English and held by 14 WorldCat member libraries worldwide

This short-term evaluation of the more effective schools (mes) program in 21 new york city public elementary schools assessed the mes instructional program and its impact on the students. Data were gathered from (1) observational visits to classrooms by two-member teams of educators and social scientists, (2) structured interviews with administrative and teaching staff, (3) inventories administered to the children to assess their perceptions of self and school, and (4) student's scores on the metropolitan achievement test in arithmetic and reading. Data were also collected about teachers' attitudes and behavior, class size, grouping practices, school climate, ethnic composition, attendance, and costs. These data were compared with evaluative data from eight control schools and from the 1966-67 evaluation of the free choice open enrollment program. It was found that the effectiveness of the program varied considerably with each school, but the general mes atmosphere and staff, parent, and community attitudes toward the program were all enthusiastic and optimistic. However the program had had no significant effect on student performance and the gains per academic year which had been noted in previous evaluations were not being maintained. Children who had been in the mes program for three years were even further behind normal standards than when they had begun. Thus, although administrative restructuring (smaller classes, special services, etc.) created a general optimism, the absence of any such restructuring in curriculum and in basic teaching methods restricted pupil achievement. (Lb)
 
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Alternative Names

controlled identityColumbia University. Teachers College. Institute of Urban Studies

Center for Urban Education

New York Center for Urban Education

Languages
English (93)