Teacher Development and Reform in an Inner-city School

Abstract

The teacher development project described in this article reveals ways in which the social consequences of poverty and racial marginalization may be crucial to the out -comes of educational reform in inner-city schools. The study demonstrates that educational reform can be affected by the economic, political, and cultural context of which a school is in large part a product. The author addresses the consequences of this educational embeddedness for school reform, and suggests that in order to create good schools in the inner cities, educational reform must be accompanied by other, more fundamental social changes.