Student teachers as tutors for children in an inner city school

1970 ◽  
Vol 1 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Murray Levine ◽  
Freda Dunn ◽  
Steve Brochinsky ◽  
Jesse Bradley ◽  
Kay Donlan
Keyword(s):  
Inner City ◽  
Student Teachers ◽  
City School

Students as Active Participants in Hearing Aid Maintenance

1992 ◽  
Vol 23 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Marsha Lipscomb ◽  
Peggy Von Almen ◽  
James C. Blair
Keyword(s):  
Inner City ◽  
Hearing Aids ◽  
School System ◽  
Regular Education ◽  
Hearing Aid ◽  
Hearing Impairments ◽  
City School

Twenty students between the ages of 6 and 19 years who were receiving services for students with hearing impairments in a metropolitan, inner-city school system were trained to monitor their own hearing aids. This study investigated the effect of this training on the percentage of students who wore functional hearing aids. Ten of the students received fewer than 3 hours of instruction per day in the regular education setting and generally had hearing losses in the severe to profound range. The remaining 10 students received greater than 3 hours of instruction per day in the regular education setting and had hearing losses in the moderate to severe range. The findings indicated improved hearing aid function when students were actively involved in hearing aid maintenance programs. Recommendations are made concerning hearing aid maintenance in the schools.

HEALTH CARE FOR INNER-CITY SCHOOL CHILDREN

1968 ◽  
Vol 38 (6) ◽  
pp. 384-385 ◽  
Author(s):  
Margaret M. Wehner
Keyword(s):  
Health Care ◽  
Inner City ◽  
School Children ◽  
City School

Triumphs and Tribulations of the Flipped Classroom

2015 ◽  
pp. 1198-1219
Author(s):  
Frederick J. Carstens ◽  
Milton Sheehan
Keyword(s):  
Student Engagement ◽  
Social Studies ◽  
Inner City ◽  
Flipped Classroom ◽  
Ninth Grade ◽  
City School ◽  
Homework Completion ◽  
Social Studies Teacher ◽  
Ninth Grade Students

This chapter focuses on the experiences of a Social Studies teacher who has recently introduced the concept of the flipped classroom to his students at an inner city school in Buffalo, NY. Despite his technological issues and struggles with homework completion, his perseverance throughout this process provides valuable lessons for educators seeking to implement similar initiatives in their own classrooms. Ideas for improving student engagement and literacy in the flipped classroom as well as first hand accounts from his ninth grade students are discussed.

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