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In too many schools, students are, in effect, required to leave their family and cultural backgrounds at the schoolhouse door and Tropical guinness beer summer party hawaiian shirt live in a kind of “hybrid culture” composed of the community of fellow learners Au & Kawakami. Educators must hold equally high expectations for affluent white students and poor and minority students despite the disparity in

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interpretation of s, charts, and graphs. As another example, how about having students study the social impact of a given scientific or technological development at the same time they are becoming acquainted with the science or technology itself? Mathematics is a natural for interdisciplinary learning. Solving its problems can depend heavily on reading skills. Not only is math an integral component in scientific processes; it also plays an appealing role in creating puzzles, musi and architecture. Schema theory firmly undergirds the strategy of reality-based learning. It outlines the belief that individual facts and phenomena are best perceived, learned, and understood within the larger contexts of structure or process. The value of reality-based learning has been firmly Tropical guinness beer summer party hawaiian shirt documented in the language arts in reading and writing as well as in the understanding and appreciation of literature. It bridges school and home, classroom and clubhouse, hallway and street. To implement a technique known as a circle of knowledge, for instance, a teacher organizes a class into small groups of four or five students each, appoints a recorderreporter in each, poses to all a single question to which there are many possible answers, sets a time limit, expects each group member to contribute at least one answer, and then, after facilitating whole-class sharing and challenges, announces a winning group. Cooperativecollaborative learning has been incorporated in a variety of classrooms for a variety of purposes. Those applications have involved student-selected activities, apportioning specific elements of classroom projects or lessons, brainstorming, role playing, problem solving, developing awareness of thinking strategies used by oneself or by one’s peers, common interests, group analyses, and team learning. Of the five children, only Juan seems to learn reasonably well in any or all of those social conurations. In that respect, he represents fewer than one-third of the youngsters in a typical K classroom. Of the five, only Susie and Juan are reasonably well served in the traditional teacher-oriented, teacher-directed classroom. Most of the time, the other three would be much better off in a different kind of learning situation one far more diverse in its activities, curricular organization, and social conurations. Unequal access to resources further reduces poor and minority students’ chances of receiving equal opportunities to learn. Poor and minority students typically attend schools that receive less funding than those attended by mainstream students. As a result, they are taught with inferior materials and equipment and have fewer manipulatives, laboratories, and facilities. Teachers in such schools receive less staff-development, must cope with larger classes, and have less free time. James Comer of the Yale Child Study Center has developed a process to foster good relationships among children, teachers, and parents or guardians.

Parents or guardians are encouraged to be an active presence in the school. Social activities bring families and school staff together, helping parents or guardians gain trust in the school. The program has reportedly helped to lower dropout rates, among other benefits. Poor and minority students are often denied access to challenging coursework. Counselors place them in remedial or undemanding courses, and because more challenging courses often require students to have taken specific introductory courses, students can never switch to a more demanding track. Irvine cites data showing that “black students, particularly black male students, are three times as likely to be in a class for the educable mentally retarded as are white students, but only onealf as likely to be in a class for the gifted and talented” p. xiv. In addition, the pull-out programs intended to help many of these students end up fragmenting their school day. And after pull-out programs end, students are given little support for reentering the regular classroom, so they tend to backslide when they rejoin their peers. For teachers of diverse students, it is especially important to use a broad repertoire of strategies. Some children may be global thinkers; others, more analytical. Some children may learn best from lecture and reading; others, through manipulatives and other hands-on experiences. Some children may thrive on competition; others may achieve far more in cooperative groups. Only when teachers understand their students’ cultural backgrounds can they avoid this kind of culture clash. In the meantime, the ways in which teachers comprehend and react to students’ culture, language, and behaviors may create problems .

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