A study of factors relating to success of second year elementary teacher graduates Page: 37
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teacher's lack of understanding of that culture has a neg-
ative effect on the education of the inner-city child
according to Smith. He further suggests that cultural diff-
erences do exist and prospective teachers must creatively
solve the problems arising from those differences if they
expect to function effectively in a different culture (53,
p. 6).
Gould (63) fosters the notion that appropriate pre-
service experiences can often negate the debilitating effects
of cultural shock. These activities include (1) on-site
pre-service teaching experiences in the inner-city schools,
and (2) non-school experiences with inner-city children in
their environment. Urdang (63) supports this view when he
suggests that the single most significant cause of failure
among inner-city teachers has been their lack of culture
shock at the pre-service level. Cuban believes that "an
urban teacher education model .... must be firmly rooted in
day to day human experiences in inner-city schools and
communities...." (13, p. 258).
A study by Mortenson (40) examined whether or not pros-
pective elementary school teachers can become more positively
oriented toward culturally different children after taking
teacher education courses that focus on teaching these children.
Two groups were taught two courses dealing with disadvantaged
youngsters, One group took the course during the summer and
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Babb, Joy Ellen. A study of factors relating to success of second year elementary teacher graduates, dissertation, August 1976; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc332816/m1/47/: accessed July 16, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .