Teachers at a school for emotionally disturbed children were given the IPC--i.e. they checked those characteristics that describe the "ideal" pupil and double-checked the five most important characteristics. When these teachers' responses were compared with those of fourth and fifth grade teachers in two public schools, a remarkable…

Discusses some of the problems of the culturally diverse and economically disadvantaged student in learning to read and achieving academic success. Several suggestions are offered as solutions for these problems. (TO)

Reports a study of the relationship between teacher-candidates' sociopolitical ideologies and their attitudes toward poverty and the disadvantaged among 591 undergraduate students of education at Indiana University and Southern Illinois University in the winter of 1971. (Author/JM)

The author, who is Chairman of Elementary Social Studies Methods at Herbert H. Lehman College of the City University of New York, points out that the CUNY policy of open admissions reflects a switch from elitism based on high academic achievement in high school of largely white middle class youth, to egalitarianism. (Author/JM)

A series of articles by attorneys and educators on the impact of the recent Supreme Court decision on State school finance schemes. (JF)

Reports a study of 54 youngsters in Grades Three to Eight in the Eskimo village of Cambridge Bay on Victoria Island in northern Canada on their attitudes towards concepts related to urbanization, white'' established institutions in the village, foods, etc. (JM)

Discusses a 3-phase consumer education project designed for low-income clients with particular emphasis on utilities. (SB)

Outlines the major problems surrounding the urban school curriculum, traces some of the expressed concerns about those problems over the last three decades, and extracts some hunches about the future of urban curriculum development. (Author)

Paper presented at the annual meeting of the American Orthopsychiatric Association (New York, New York, 1969). (JM)

It is the responsibility of the educator to help change the harmful psychological, sociological, and physical environments in which inner-city students function. This responsibility extends beyond the school grounds and into the students' home and social lives. (CK)