PT  - JOURNAL ARTICLE
AU  - Cuban, Larry
TI  - Teacher and Community
AID  - 10.17763/haer.39.2.n7614t6x509xl3n1
DP  - 1969 Jul 01
TA  - Harvard Educational Review
PG  - 253--272
VI  - 39
IP  - 2
4099  - http://harvardeducationalreview.org/content/39/2/253.short
4100  - http://harvardeducationalreview.org/content/39/2/253.full
SO  - herp1969 Jul 01; 39
AB  - Though there are many reasons for the current gulfs which separate school,community, and teacher-training institutions in the inner city, this paper suggests that a limited view of teaching and an inappropriate training model may be primarily at fault. A tripartite teaching role involving instruction, curriculum development, and community involvement, is described by the author as an alternative, and he outlines a school-based training project in Washington,D. C. operating on this conception. As with conventional teacher-education programs,only a minority of graduates remained in the classroom after five years,but the author presents other grounds on which to judge the success or failure of his model.