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ED 361 333
AUTHORTITLE
INSTITUTION
SPONS AGENCY
PUB DATECONTRACTNOTE
PUB TYPE
DOCUMENT RESUME
SP 034 757
Shulman, Judith H., Ed.; Mesa-Bains, Amalia, Ed.Diversity in the Classroom: A Casebook for Teachersand Teacher Educators.Far West Lab. for Educational Research andDevelopment, San Francisco, Calif.; Research forBetter Schools, Inc., Philadelphia, Pa.Office of Educational Research and Improvement (ED),Washington, DC.93
RP91002004; RP91002006231p.; For other casebooks, see ED 291 153 and ED 296998.
Guides Classroom Use Teaching Guides (ForTeacher) (052)
EDRS PRICE MF01/PC10 Plus Postage.DESCRIPTORS *Case Studies; Community Influence; *Discussion
(Teaching Technique); Elementary School Students;Elementary School Teachers; Elementary SecondaryEducation; Faculty Development; *Inner City;Iliservice Teacher Education; Non English Speaking;Parent Influence; Preservice Teacher Education;*Problem Solving; Questioning Techniques; SecondarySchool Students; Secondary School Teachers; TeacherStudent Relationship; *Teaching Experience; TeachingMethods; Urban Education
IDENTIFIERS Case Approach (Writing); Case Method (TeachingTechnique); *Diversity (Student); *Teacher Writing
ABSTRACT
Interest in case-based teaching is growing in bothteacher preparation and inservice training programs. This volumepresent:, 13 cases, set in inner-city schools in San Francisco and LosAngeles (California) and Phoenix (Arizona). The student population inthese areas is enormously diverse, encompassing an array of races,cultures, and languages. The cases, written by veteran teachers,describe some of the most problematic experiences of their careers.Some writers look back to novice days and discuss how a situation washandled, and reflect on what might be done differently now; otherstell about current problems with unresolved dilemmas. Thecommentaries that follow each case are intended to broaden caseanalysis offering differing interpretations, raising criticalquestions, and exploring issues that are either overt or suggested bynuances in the narrative. The cases are organized into fourcategories: (1) "Teaching New Concepts and Skills"; (2) "IntegratingNon-English Speakers into the Classroom"; (3) "Interactions withStudents"; and (4) "The Influence of Parents and Community." Anannotated bibliography and guidelines for writing a case areappended. (LL)
***********************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************
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ter
Scho
ols
and
Law
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um A
ssoc
iate
s
Wor
k on
this
pub
licat
ion
was
sup
port
ed in
par
t by
the
U.S
. Dep
artm
ent o
f E
duca
tion,
Off
ice
of E
duca
tiona
lR
esea
rch
and
Impr
ovem
ent,
cont
ract
num
ber
RP9
1002
006
and
RP9
1002
004.
Its
cont
ents
do
not n
eces
sari
ly r
efle
ct th
e vi
ews
of th
eD
epar
tmen
t of
Edu
catio
n.
Thi
s is
a p
re-p
ublic
atio
n co
py. ©
Cop
yrig
ht, 1
993
by R
esea
rch
for
Bet
ter
Scho
ols
and
Law
renc
e E
rlba
um A
ssoc
iate
s. A
llri
ghts
res
erve
d.
FOR
EW
OR
D
Far
Wes
t Lab
orat
ory
for
Edu
catio
nal R
esea
rch
and
Dev
elop
men
t (FW
L)
is a
non
-pro
fit a
genc
y de
dica
ted
toim
prov
ing
the
qual
ity o
f ed
ucat
ion
by h
elpi
ng p
olic
y-m
aker
s an
d pr
actit
ione
rs a
pply
the
best
ava
ilabl
ekn
owle
dge
from
res
earc
h, d
evel
opm
ent,
and
prac
tice.
Afe
dera
lly d
esig
nate
d re
gion
al la
bora
tory
fun
ded
in p
art
by th
e U
.S. D
epar
tmen
t of
Edu
catio
n, F
WL
add
ress
esa
broa
d ra
nge
of e
duca
tiona
l pri
oriti
es, i
nclu
ding
issu
es o
fea
rly
child
hood
, stu
dent
s at
ris
k, a
sses
smen
t zm
dat
:co
unta
bilit
y, e
duca
tiona
l tec
hnol
ogy,
and
pro
fess
iona
lde
velo
pmen
t.
Thi
s vo
lum
e pi
ns T
he M
ento
r T
each
er C
aseb
ook
and
The
Inte
rn T
each
er C
aseb
ook
as th
e la
test
in V
ie p
ione
erin
gse
ries
of
teac
her-
wri
tten
case
book
s be
ing
deve
lope
d by
our
Inst
itute
for
Cas
e D
evel
opm
ent.
Oth
er p
ublic
atio
nsfo
cus
on a
dmin
istr
ator
s, m
iddl
e sc
hool
s, a
nd m
athe
mat
-ic
s te
achi
ng. A
ll ar
e ai
med
at h
elpi
ng b
;rid
ge th
ega
pbe
twee
n th
eory
and
pra
ctic
e in
pre
pari
ng p
ract
ition
ers
for
a w
ork
envi
ronm
ent w
here
ther
ear
e fe
w c
lear
rig
htor
wro
ng c
ours
es o
f ac
tion.
By
focu
sing
on
the
enor
mou
sne
w d
iver
sity
in to
day'
scl
assr
oom
s, th
is b
ook
aim
s to
hel
p te
ache
rs f
ind
answ
ers
to c
halle
nges
they
fac
e as
they
str
uggl
e i:o
mee
t the
nee
dsof
all
stud
ents
.
Dea
n N
afzi
ger
Exe
cutiv
e D
irec
tor
Far
Wes
t Lab
orat
ory
1
ft
1
PRE
FAC
E
Thi
s vo
lum
e is
the
thir
d in
a s
erie
s of
cas
eboo
ks d
evel
-op
ed a
t the
Far
Wes
t Lab
orat
ory
(FW
L).
The
seca
sebo
oks
are
part
of
a na
tionw
ide
effo
rt to
cap
ture
and
use
prac
titio
ner
know
ledg
e to
bet
ter
prep
are
teac
hers
for
the
real
ity o
f to
day'
s cl
assr
oom
s.
Unl
ike
busi
ness
, law
, and
med
icin
e, e
duca
tion
has
mad
elit
tle f
orm
al u
se o
f ca
ses
as p
rofe
ssio
nal t
rain
ing
tool
s.B
ut in
tere
st in
cas
e-ba
sed
teac
hing
is n
ow g
row
ing
inbo
th te
ache
r pr
epar
atio
n an
d in
serv
ice
trai
ning
pro
-gr
ams.
The
198
0s r
efor
m m
ovem
ent i
s la
rgel
y re
spon
-si
ble.
In
the
effo
rt to
impr
ove
scho
ols,
it's
bec
ome
clea
rth
at te
ache
rs a
re w
oefu
lly u
npre
pare
d fo
r th
e hu
ge a
rray
of c
halle
nges
pre
sent
ed b
y a
stud
ent p
opul
atio
n va
stly
diff
eren
t fro
m th
at o
f ev
en a
dec
ade
ago.
Nov
ices
fin
dth
e gr
itty,
rea
l-lif
e cl
assr
oom
to b
e lig
ht y
ears
fro
m th
eid
eal t
hey
had
imag
ined
as
stud
ents
. Spo
tligh
ting
this
gap
betw
een
theo
ry a
nd p
ract
ice,
the
1986
Car
negi
ere
port
, A N
atio
n Pr
epar
ed: T
each
ers
for
the
21st
Cen
tury
,re
com
men
ded
that
teac
her
trai
ning
inst
itutio
ns u
se"c
ases
illu
stra
ting
a gr
eat v
arie
ty o
f te
achi
ng p
robl
ems"
as "
a m
ajor
foc
us o
f in
stru
ctio
n."
Wha
t do
we
mea
n by
cas
es?
Cas
es a
re c
andi
d, d
ram
atic
,hi
ghly
rea
dabl
e ac
coun
ts o
f te
achi
ng e
vent
s or
ser
ies
ofev
ents
. The
y sh
ow a
pro
blem
-bas
ed s
naps
hot o
f an
on-
the-
job
dile
mm
a. R
ead
alon
e, th
ey o
ffer
the
vica
riou
sex
peri
ence
of
wal
king
in a
noth
er's
sho
es. B
ut in
gro
updi
scus
sion
, the
y ar
e es
peci
ally
pow
erfu
l, al
low
ing
diff
erin
g po
ints
of
view
to b
e ai
red
and
exam
ined
. For
that
rea
son,
cas
es a
re c
onsc
ious
ly d
esig
ned
to p
rovo
kedi
scus
sion
that
is e
ngag
ing,
dem
andi
ng, i
ntel
lect
ually
exci
ting,
and
stim
ulat
ing.
Som
e ca
ses
arc
wri
tten
by r
esea
rche
rs. B
ut th
ose
we
have
pion
eere
d ov
er th
e pa
st f
ive
year
s at
FW
L a
re w
ritte
n by
teac
hers
them
selv
es. T
hey
are
also
cou
pled
with
com
-m
enta
ries
wri
tten
by o
ther
teac
hers
, adm
inis
trat
ors,
or
educ
atio
nal s
chol
ars
who
se d
iffe
rent
, oft
en c
onfl
ictin
g,in
terp
reta
tions
of
the
narr
ativ
e pr
ovid
e ad
ditio
nal l
ense
sth
roug
h w
hich
to v
iew
the
case
.
Bec
ause
they
tell
vivi
d, m
ovin
g st
orie
s, c
ases
giv
e lif
ean
d st
ayin
g po
wer
to c
once
pts.
Tea
cher
edu
cato
rs,
men
tors
and
sta
ff d
evel
oper
s ar
e us
ing
case
s to
trig
ger
disc
ussi
on a
bout
why
a g
iven
str
ateg
y w
orks
or
does
n't.
Beg
inne
rs le
arn
from
exp
erie
nced
teac
hers
how
to c
reat
ele
sson
s an
d en
viro
nmen
ts th
at p
rom
ote
lear
ning
. The
yle
arn
now
to f
ram
e pr
oble
ms,
inte
rpre
t com
plex
situ
a-tio
ns, a
nd id
entif
y de
cisi
on p
oint
s an
d po
ssib
le c
onse
-qu
ence
sth
at is
, the
y le
arn
to th
ink
like
teac
hers
. So
vete
rans
dis
cuss
teac
hing
situ
atio
ns th
at m
irro
r th
eir
own,
in th
e pr
oces
s re
flec
ting
on th
eir
valu
es, a
ttitu
des,
and
assu
mpt
ions
and
wre
stlin
g w
ith th
e di
sequ
ilibr
ium
this
cre
ates
. As
a re
sult,
they
oft
en c
hang
e th
eir
belie
fsab
out t
each
ing
and
lear
ning
and
, thu
s, a
dopt
ver
ydi
ffer
ent w
ays
of w
orki
ng w
ith s
tude
nts.
FAR
WE
ST L
AB
OR
AT
OR
Y'S
APP
RO
AC
H
The
FW
L c
ase
wri
ting
proc
ess
mak
es p
ract
ition
ers
them
selv
es th
e su
bjec
ts, p
rodu
cers
, and
con
sum
ers
ofac
tion
rese
arch
. We
emph
asiz
e th
is b
ecau
se te
ache
rsge
nera
lly h
ave
few
mec
hani
sms
to r
ecor
d an
d pr
eser
veth
eir
accu
mul
ated
kno
wle
dge.
Whe
n a
teac
her
retir
es o
rot
herw
ise
leav
es th
e pr
ofes
sion
, his
or
her
unde
rsta
nd-
ing,
met
hods
, and
mat
eria
lsw
hich
sho
uld
form
ale
gacy
to th
e pr
ofes
sion
, the
com
mun
ity, a
nd th
e sc
hool
are
gene
rally
lost
. Tod
ay, h
owev
er, t
here
is a
nex
pand
ing
liter
atur
e on
the
prac
titio
ner
expe
rien
ce. T
heca
sebo
oks
cont
ribu
te to
it b
y co
mbi
ning
the
grow
ing
body
of
rese
arch
abo
ut te
achi
ng w
ith s
peci
fic
acco
unts
of c
lass
room
dile
mm
as w
ritte
n by
teac
hers
them
selv
es.
But
cas
es a
re n
ot s
impl
y na
rrat
ive
desc
ript
ions
of
even
ts.
To
call
som
ethi
ng a
cas
e is
to m
ake
a th
eore
tical
cla
imth
at it
is a
cas
e of
som
ethi
ng, o
r an
inst
ance
of
a la
rger
clas
s. F
or e
xam
ple,
an
acco
unt o
f a
teac
her
obse
rvin
g a
colle
ague
teac
h a
less
on a
nd la
ter
enga
ging
that
col
-le
ague
in a
n an
alys
is o
f th
e le
sson
is a
cas
e of
coa
chin
g.
1
1 .;
vi
Cas
es m
ay a
lso
be e
xem
plar
s of
pri
ncip
les,
des
crib
ing
byth
eir
deta
il a
gene
ral p
atte
rn o
f pr
actic
e.
All
the
narr
ativ
es in
our
cas
eboo
ks m
eet t
his
crite
rion
.T
hey
are
sele
cted
bec
ause
they
rep
rese
nt a
larg
er c
lass
of
expe
rien
ces.
In
our
firs
t vol
ume,
The
Men
tor
Tea
cher
Cas
eboo
k, 2
2 m
ento
r te
ache
rs f
rom
the
Los
Ang
eles
Uni
fied
Sch
ool D
istr
ict (
LA
USD
) de
scri
be th
e re
war
dsan
d fr
ustr
atio
ns o
f pr
ovid
ing
on-t
he-j
ob a
ssis
tanc
e to
begi
nnin
g te
ache
rs. A
n ou
tgro
wth
of
our
stud
y of
the
Cal
ifor
nia
Men
tor
Tea
cher
Pro
gram
's f
irst
yea
r, it
svi
gnet
tes
desc
ribe
how
the
men
tor-
colle
ague
rel
atio
n-sh
ip d
evel
ops
and
illus
trat
e th
e co
mpl
exity
of
the
new
men
tor
role
. In
the
seco
nd c
aseb
ook
(The
Int
ern
Tea
cher
Cas
eboo
k) f
irst
-yea
r te
ache
rsag
ain
in L
AU
SDde
scri
be in
fra
nk a
nd m
ovin
g de
tail
the
real
ity s
hock
they
exp
erie
nad
duri
ng th
eir
firs
t few
mon
ths
inst
ruct
-in
g te
enag
ers
in in
ner-
city
sch
ools
. The
ir s
tori
es f
re-
quen
tly r
evea
l the
ir in
itial
inab
ility
to u
nder
stan
dyo
ungs
ters
with
bac
kgro
unds
rad
ical
ly d
iffe
rent
fro
mth
eir
own.
The
y al
so p
ortr
ay th
e en
orm
ous
chal
leng
e of
sim
ulta
neou
sly
enco
unte
ring
two
new
cul
ture
s: te
achi
ngan
d po
vert
y.
AB
OU
T T
HIS
CA
SEB
OO
K
The
13
case
s in
the
page
s th
at f
ollo
w a
re a
gain
set
ind
erse
, inn
er-c
ity s
ehoo
ls. B
ut th
is ti
me
they
are
wri
tten
b) o
utst
andi
ng v
eter
an te
ache
rs w
ho d
escr
ibe
som
e of
the
inos
t pro
blem
atic
exp
erie
nces
of
thei
r ca
reer
s. S
ome
look
bac
k to
thei
r no
vice
day
s, d
escr
ibe
how
they
hand
led
a si
tuat
ion,
and
a f
lect
on
wha
t the
y m
ight
do
diff
eren
tly n
ow. O
ther
s te
ll ab
out C
ul r
ent p
lobl
ems
and
leav
e us
with
unr
esol
ved
dile
mm
as.
The
se c
ases
wer
e de
velo
ped
colla
bora
tivel
y by
a r
e-se
arch
er f
rom
FW
I.,
ast
aff
deve
lope
r/re
sear
cher
fro
mth
e Sa
n Fr
anci
sco
Uni
fied
Sch
ool D
istr
ict (
SFU
SD),
and
11 te
ache
rs n
omin
ated
by
thei
r pe
ers
as e
xcel
lent
. The
sete
ache
rs a
ll w
ork
with
eth
nica
lly a
nd c
ultu
rally
div
erse
youn
gste
rs: e
ight
at t
he e
lem
enta
ry le
vel,
one
at a
juni
orhi
gh, a
nd tw
o in
hig
h sc
hool
s. T
heir
ow
n va
ried
eth
nic
back
grou
nds
incl
ude
Japa
nese
-Am
eric
an, C
hine
se-
Am
eric
an, L
atin
o, F
ilipi
no, a
nd C
auca
sian
. Eig
ht te
ach
in S
FUSD
, tw
o in
the
Phoe
nix
Uni
fied
Sch
ool D
istr
ict,
and
one
in L
AU
SD.
The
com
men
tari
es th
at f
ollo
w e
ach
case
are
inte
nded
tobr
oade
n ca
se a
naly
sis
rath
er th
an to
ans
wer
unr
esol
ved
ques
tions
. The
y pu
rpos
ely
offe
r di
ffer
ing
inte
rpre
tatio
nsof
the
case
, rai
se c
ritic
al q
uest
ions
, and
exp
lore
issu
esth
at a
re e
ither
ove
rt o
r su
gges
ted
by n
uanc
es in
the
narr
ativ
e. S
ome
com
men
tato
rs li
nk th
eir
rem
arks
tosc
hola
rly
artic
les
to b
ridg
e th
e ga
p be
twee
n th
eory
and
prac
tice.
Oth
ers
wri
te m
ore
subj
ectiv
e co
mm
ents
or
tell
stor
ies
of th
eir
own.
Lik
e th
e au
thor
s, th
e co
mm
enta
tors
com
e fr
om b
ackg
roun
ds th
at a
re e
thni
cally
and
pro
fes-
sion
ally
div
erse
. Thi
s w
as d
elib
erat
e, s
ince
we
wan
ted
pers
pect
ives
that
wou
ld e
nric
h, n
ot s
impl
ify,
ana
lysi
san
d un
ders
tand
ing
of a
bout
the
issu
es e
mbe
dded
in th
eC
aSC
S.
Tr
Ps F
OR
USI
NG
TH
ESE
CA
SFS
Thi
s bo
ok is
for
use
in p
rese
rvic
e an
d in
serv
ice
mul
ticul
tura
l edu
catio
n co
urse
s. I
t aim
s to
hel
p ne
w a
ndex
peri
ence
d te
ache
rs b
ecom
e m
ore
awar
e of
and
und
er-
stan
d th
e et
hnic
, rac
ial,
and
cultu
ral e
xpre
ssio
ns o
f th
edi
vers
e st
uden
ts in
thei
r cl
assr
oom
s. A
s yo
u re
ad th
eca
ses,
we
hope
you
will
beg
in to
exa
min
e yo
ur o
wn
perc
eptio
ns a
nd a
ttitu
des,
just
as
we
have
exa
min
edou
rs d
urin
g th
e pr
oces
s of
cre
atin
g th
is v
olum
e. W
e al
soho
pe th
at th
e ca
ses
will
pro
mpt
you
to th
ink
abou
tdi
ffer
ent w
ays
of te
achi
ng th
at m
ight
ena
ble
you
tobe
tter
rela
te c
lass
room
act
iviti
es to
you
r pa
rtic
ular
stud
ents
and
tailo
r in
stru
ctio
n to
thei
r ne
eds.
As
stat
ed a
bove
, cas
es a
re p
ower
ful d
iscu
ssio
n ca
taly
sts.
Goo
d di
scus
sion
can
hel
p pe
ople
dig
into
a c
ase.
Wha
tdi
d th
is te
ache
r ac
tual
ly d
o an
d w
hy?
With
wha
t res
ult?
Wha
t alte
rnat
ive
stra
tegi
es m
ight
hav
e be
en tr
ied?
At
wha
t ris
k? D
id th
e cu
ltura
l per
cept
ions
of
the
teac
her
orst
uden
ts in
flue
nce
the
situ
atio
n? H
ow d
o yo
u kn
ow?
Wha
t wer
e st
uden
ts th
inki
ng a
nd f
eelin
g? H
ow d
id th
ey
try
to c
omm
unic
ate
this
to th
e te
ache
r? D
oes
this
teac
her's
sto
ry p
aral
lel e
xper
ienc
es o
f yo
ur o
wn?
Has
this
ses
sion
led
you
to th
ink
of d
iffe
rent
way
s of
han
-dl
ing
thes
e di
lem
mas
?
An
Inst
ruct
or's
Gui
de is
bei
ng p
repa
red
to a
ccom
pany
this
cas
eboo
k. I
t inc
lude
s qu
estio
ns s
peci
fic
to e
ach
case
alon
g w
ith a
dditi
onal
bac
kgro
und.
Dis
cuss
ions
spr
ung
from
suc
h qu
estio
ns c
an h
elp
peop
le to
: 1)
spot
issu
esan
d fr
ame
prob
lem
s in
am
bigu
ous
situ
atio
ns, 2
) in
terp
ret
situ
atio
ns f
rom
dif
fere
nt p
ersp
ectiv
es, 3
) id
entif
y cr
ucia
lde
cisi
on p
oint
s an
d po
ssib
ilitie
s fo
r ac
tion,
4)
reco
gniz
eth
e po
ssib
le c
onse
quen
ces
of d
iffe
rent
act
ions
, and
5) id
entif
y an
d/or
test
teac
hing
pri
ncip
les
in r
eal c
lass
-ro
om s
ituat
ions
.
The
com
men
tari
es a
dd in
form
atio
n an
d in
sigh
ts p
artic
i-pa
nts
mig
ht o
ther
wis
e no
t hav
e. T
hose
in th
is b
ook
are
part
icul
arly
use
ful w
hen
the
disc
ussi
on g
roup
doe
sn't
incl
ude
a re
al c
ultu
ral m
ix. T
he c
omm
enta
tors
then
func
tion
as c
ultu
ral i
nfor
man
ts, p
rovi
ding
bac
kgro
un I
esse
ntia
l to
mea
ning
ful d
iscu
ssio
n, w
heth
er a
bout
real
ities
of
life
in u
rban
hou
sing
pro
ject
s or
the
mar
gina
lizat
ion
of m
inor
ity te
ache
rs. D
epen
ding
on
the
situ
atio
n an
d gr
oup
goal
s, c
omm
enta
ries
may
be
read
with
the
case
or
intr
oduc
ed a
fter
an
initi
al d
iscu
ssio
n as
the
basi
s fo
r se
cond
-sta
ge a
naly
sis.
AC
KN
OW
LED
GM
EN
TS
We
wou
ld f
irst
like
lo th
ank
the
case
wri
ters
for
taki
ngtim
e ou
t of
thei
r bu
sy s
ched
ules
to w
rite
suc
h in
tere
stin
gan
d ca
ndid
acc
ount
s. T
hese
teac
hers
had
the
cour
age
tobo
th q
uest
ion
thei
r be
liefs
and
doc
umen
t the
ir p
erce
p-tio
ns th
roug
h m
ultip
le d
raft
s of
thei
r ca
ses.
Tha
nks
toth
e co
mm
enta
tors
who
str
etch
ed o
ur th
inki
ng b
y pr
ovid
-in
g th
eir
pers
pect
ives
to e
ach
case
. Tha
nks
also
to D
onB
arfi
eld
and
Cam
e B
arne
tt of
Far
Wes
t Lab
orat
ory,
and
Lin
da D
avis
, Dep
uty
Supe
rint
ende
nt f
or I
nstr
uctio
n at
the
San
Fran
cisc
o U
nifi
ed S
choo
l Dis
tric
t and
mem
ber
ofFW
L's
Boa
rd o
f D
in ,:
tors
, who
sup
port
ed a
nd g
uide
dth
is p
roje
ct f
rom
its
ince
ptio
n. W
e ar
e al
so in
debt
ed to
ic
our
advi
sors
Sha
ron
Nel
son-
Bar
ber,
Am
ado
Padi
lla, a
ndL
ee S
hulm
an o
f St
anfo
rd U
nive
rsity
, and
Glo
ria
Lad
son-
Bill
ings
of
the
Uni
vers
ity o
f W
isco
nsin
, who
wro
teco
mm
enta
ries
, pro
vide
d w
ise
insi
ghts
, and
ask
eddi
ffic
ult q
uest
ions
.
Seve
ral o
ther
indi
vidu
als
mad
e va
luab
le c
ontr
ibut
ions
:Ju
dith
Kle
infe
ld, U
nive
rsity
of
Ala
ska,
Fai
rban
ks, a
ndW
illia
m M
cDia
rmid
, Mic
higa
n St
ate
Uni
vers
ity, g
ave
usin
put o
n dr
afts
; Joa
n M
cRob
bie,
our
tale
nted
edi
tor
and
num
ber
one
supp
orte
r, h
elpe
d us
thro
ugh
seve
ral
revi
sion
s; L
eslie
Cre
nna
help
ed d
evel
op th
e an
nota
ted
bibl
iogr
aphy
; and
Ros
emar
y D
e L
a T
orre
pat
ient
ly ty
ped
and
revi
sed
mul
tiple
dra
fts
and
desi
gned
the
book
'sin
itial
ver
sion
, and
Fre
drik
a B
aer
prov
ided
des
ktop
publ
ishi
ng.
Judi
th H
. Shu
lman
Arn
alia
Mes
a-B
ains
vii
TA
BL
E O
F C
ON
TE
NT
S
FO
RE
WO
RD
iii
PR
EF
AC
EV
INT
RO
DU
CT
ION
1
CH
AP
TE
R 1
: TE
AC
HIN
G N
EW
CO
NC
EP
TS
AN
D S
KIL
LS5
Cas
e 1-
A C
ase
of G
anas
7C
omm
enta
ries
: Edu
catio
nal S
chol
arT
each
erSc
hool
Dis
tric
t Off
icia
l
Cas
e 2-
Mom
ents
of
Tru
th: T
each
ing
Pygm
alio
n13
Com
men
tari
es: E
duca
tiona
l Sch
olar
Tea
cher
Cas
e 3-
Atte
mpt
ing
to T
each
Sel
f-E
stee
m23
Com
men
tari
es: T
each
erE
duca
tiona
l Sch
olar
/Sta
ffD
evel
oper
CH
AP
TE
R2:
INT
EG
RA
TIN
G N
ON
-EN
GLI
SH
SP
EA
KE
RS
INT
O T
HE
CLA
SS
RO
OM
27
Cas
e 4-
The
n &
Now
: Ins
ight
s G
aine
d fo
rH
elpi
ng C
hild
ren
Lea
rn E
nglis
h29
Com
men
tari
es: S
choo
l Dis
tric
t Off
icia
lE
duca
tiona
l Sch
olar
Cas
e 5-
Plea
se, N
oi A
noth
er E
SL S
tude
nt37
Com
men
tary
: Sch
ool D
istr
ict O
ffic
ial
CH
AP
TE
R3:
INT
ER
AC
TIO
NS
WIT
H S
TU
DE
NT
S43
Cas
e 6-
Figh
ting
for
Lif
e in
Thi
rd P
erio
d45
Com
men
tari
es: E
duca
tion
Scho
lar
Tea
cher
Inte
rn T
each
ers
Cas
e 7-
Dra
ined
by
One
Tro
uble
d C
hild
:D
id I
Hel
p?55
Com
men
tari
es: E
duca
tiona
l Sch
olar
Tea
cher
Staf
f D
evel
oper
Cas
e 8-
Dar
ius:
I H
ope
He
Mak
es I
t!61
Com
men
tari
es: E
duca
tiona
l Sch
olar
Tea
cher
s
Cas
e 9-
A T
rip
to H
ell
65C
omm
enta
ries
: Edu
catio
nal S
chol
arE
duca
tiona
l Sch
olar
Tea
cher
Cas
e 10
-Fro
m "
Out
side
r" to
Act
ive
Lea
rner
:St
rugg
les
in a
New
com
er S
choo
l75
Com
men
tari
es: E
duca
tiona
l Sch
olar
Staf
f D
evel
oper
CH
AP
TE
R4:
TH
E IN
FLU
EN
CE
OF
PA
RE
NT
SA
ND
CO
MM
UN
ITY
83
Cas
e 11
-My
"Goo
d Y
ear"
Exp
lode
s:A
Con
fron
tatio
n W
ith P
aren
ts85
Com
men
tari
es: E
duca
tiona
l Sch
olar
Tea
cher
Edu
catio
nal S
chol
arSc
hool
Dis
tric
t Off
icia
lC
onsu
lting
Pri
ncip
al
Cas
e 12
-Ope
ning
Pan
dora
's B
ox: T
he M
yste
ryB
ehin
d an
"Id
eal S
tude
nt"
93C
omm
enta
ries
: Tea
cher
Edu
catio
nal S
chol
arSc
hool
Dis
tric
t Off
icia
l
Cas
e 13
-Hom
e V
isits
103
Com
men
tari
es: T
each
erE
duca
tiona
l Sch
olar
AN
NO
TA
TE
D B
IBLI
OG
RA
PH
Y10
9
AP
PE
ND
IX: G
UID
ELI
NE
S F
OR
WR
ITIN
G A
CA
SE
115
INT
RO
DU
CT
ION
The
Con
text
of C
ultu
ral
Div
ersi
ty
Am
alia
Mes
a-B
ains
Tod
ay's
sta
rtlin
g cl
assr
oom
div
ersi
ty r
efle
cts
a m
ajor
U.S
. dem
ogra
phic
shi
ft. T
he g
reat
est w
ave
of im
mig
ra-
tion
sinc
e th
e tu
rn o
f th
e ce
ntur
y, c
ombi
ned
with
esc
alat
-in
g bi
rth
rate
s, is
cre
atin
g a
soci
ety
with
no
dist
inct
maj
ority
one
char
acte
rize
d by
mul
ticul
tura
l enc
lave
s in
man
y ci
ties
and
rura
l are
as. T
he s
tude
nt p
opul
atio
n in
thes
e ar
eas
is e
norm
ousl
y m
ixed
, enc
ompa
ssin
g an
arr
ayof
rac
es, c
ultu
res,
and
lang
uage
s ne
ver
befo
re s
een
insi
ngle
sch
ools
or
clas
sroo
ms.
Tea
cher
s fa
ce m
ultip
le a
ndco
mpl
ex is
sues
that
cha
lleng
e m
any
of th
eir
educ
atio
nal
prac
tices
and
ass
umpt
ions
. For
exa
mpl
e, m
ajor
ity-
min
ority
rel
atio
ns, l
ong
a fo
cus
of c
once
rn in
urb
ancl
assr
oom
s, a
re a
t ver
y le
ast r
econ
figu
red
and
may
, in
fact
, be
moo
t. In
man
y sc
hool
s th
ere
is n
o lo
nger
am
ajor
ity g
roup
; in
othe
rs, t
he tr
aditi
onal
whi
te d
omi-
nant
, bla
ck m
inor
ity n
atur
e of
the
raci
al c
ompo
sitio
nm
ay in
stea
d be
Lat
ino-
blac
k or
Chi
nese
-Lat
ino.
Tea
cher
s m
ust u
nder
stan
d st
uden
ts' h
ome
lives
, too
. The
hard
ship
s fa
ced
by y
oung
ster
s in
urb
an h
ousi
ngpr
ojec
ts, f
or e
xam
ple,
or
the
stru
ggle
s be
twee
n ge
nera
-tio
ns in
oth
erw
ise
stro
ng im
mig
rant
fam
ilies
pro
foun
dly
infl
uenc
e a
stud
ent's
mot
ivat
ion
and
abili
ty to
suc
ceed
insc
hool
. Mor
eove
r, th
e cu
ltura
l nor
ms
stud
ents
bri
ngfr
om h
ome
add
new
sub
tletie
s to
suc
h is
sues
as
thos
est
emm
ing
from
cla
ss a
nd g
ende
r.
The
cas
es in
this
boo
k ar
e se
t in
San
Fran
cisc
o, L
osA
ngel
es, a
nd P
hoen
ix, t
hree
of
the
natio
n's
mos
t div
erse
citie
s. T
he te
ache
r-au
thor
s te
ll of
cla
ssro
om d
ilem
mas
so
com
plex
that
eve
n ch
oosi
ng te
rms
to d
escr
ibe
them
isdi
ffic
ult.
Wor
ds li
ke m
ultic
ultu
ral,
whi
le u
sefu
l, do
n't
conv
ey c
erta
in d
eepe
r re
aliti
es o
f ra
ce a
nd c
lass
or
criti
cal d
istin
ctio
ns a
mon
g et
hnic
ity, n
atio
nalit
y, c
ultu
re,
and
citiz
ensh
ip. M
oreo
ver,
the
atte
mpt
to s
peak
can
didl
yca
n ru
n he
adlo
ng in
to a
ccus
atio
ns o
f st
ereo
typi
ng. W
hen
we
pilo
ted
this
cas
eboo
k w
ith g
roup
s of
teac
hers
, we
real
ized
that
som
e of
its
case
3, p
artic
ular
ly th
ose
deal
ing
with
bia
s, r
ace,
and
cla
ss, g
ener
.i.ed
hea
ted
inte
rcha
nge
and
ran
the
risk
of
pola
rizi
ng o
pini
ons
and
crea
ting
defe
nsiv
e as
sum
ptio
ns.
The
se to
pics
can
be
talk
ed a
bout
with
can
dor
and
civi
lity,
how
ever
. And
can
did
disc
ussi
on is
vita
l, si
nce
race
, cul
tura
l beh
avio
rs, a
nd s
ocio
econ
omic
cir
cum
-st
ance
hav
e im
port
ant i
mpl
icat
ions
for
cla
ssro
ompr
actic
es. B
y ex
amin
ing
such
issu
es w
e be
gin
tose
e th
ene
ed f
or a
gre
ater
var
iety
of
teac
hing
sty
les,
dis
trib
utio
nof
opp
ortu
nitie
s, a
nd e
duca
tiona
l acc
ess
for
all s
tude
nts.
GR
OW
ING
SO
CIO
EC
ON
OM
IC C
ON
CE
RN
S
One
of
the
mos
t ala
rmin
g st
atis
tics
abou
t Am
eric
a's
chan
ging
dem
ogra
phic
s is
that
the
poor
est 2
0 pe
rcen
t of
the
popu
latio
n is
abl
e to
ear
n an
d us
e on
ly 4
.5 p
erce
nt o
fth
e na
tion'
s w
ealth
. The
gro
win
g ga
p be
twee
n th
e ha
ves
and
have
not
s ha
s cr
eate
d a
true
und
ercl
ass.
Thi
sgr
oup'
s st
rugg
les
for
soci
al a
nd e
cono
mic
sur
viva
lun
derl
ie m
any
of th
e ca
ses
in th
is b
ook.
Tha
t sur
viva
l is
linke
d to
how
stu
dent
s fa
re in
sch
ool,
and
that
, in
turn
,is
infl
uenc
ed b
oth
by te
ache
r pe
rcep
tions
and
stu
dent
s'ow
n ex
pect
atio
ns.
For
exam
ple,
man
y te
ache
rs a
re in
flue
nced
by
unco
n-sc
ious
not
ions
abo
ut b
lack
stu
dent
s. T
hese
ste
m in
par
tfr
om m
edia
cov
erag
e th
at te
nds
to e
mph
asiz
e cr
ime
and
viol
ence
in th
e bl
ack
com
mun
ity. T
houg
h ev
ents
rep
ort-
ed a
re r
eal,
the
prep
onde
ranc
e of
neg
ativ
e ne
ws
stor
ies
ofte
n di
stor
ts th
e pu
blic
imag
e of
Afr
ican
- A
mer
ican
s.St
uden
ts in
low
inco
me
com
mun
ities
, mea
nwhi
le,
part
icul
arly
thos
e liv
ing
in h
ousi
ng p
roje
cts,
are
con
di-
tione
d by
thei
r lim
ited
oppo
rtun
ities
and
day
-to-
day
hard
ship
s to
exp
ect l
ittle
ben
efit
from
edu
catio
n.
Thi
s po
wer
ful i
nter
pene
trat
ion
of r
ace
and
clas
s ha
scr
eate
d am
ong
som
e a
sens
e of
dis
enfr
anch
isem
ent.
Sinc
e sc
hool
s pe
rpet
uate
the
myt
h of
a c
lass
less
soc
iety
,st
uden
ts' s
ocio
econ
omic
cla
ss is
rar
ely
ackn
owle
dged
as
a fa
ctor
in e
duca
tiona
l ach
ieve
men
t.
1
2
NE
ED
S O
F IM
MIG
RA
NT
CH
ILD
RE
N
Oth
er d
ilem
mas
thes
e ca
ses
depi
ct a
re r
oote
d in
the
prob
lem
s fa
ced
by n
ewly
arr
ived
imm
igra
nt f
amili
es.
For
Lat
inos
with
his
tori
c tie
s to
the
Sout
hwes
tern
Ter
rito
ry a
nd M
exic
o, im
mig
ratio
n an
d in
tern
al c
olon
i-za
tion
are
key
aspe
cts
of c
omm
unity
anc
estr
y an
dcu
rren
t rea
lity.
Man
y of
our
Mex
ican
and
Cen
tral
Am
eric
an c
hild
ren
are
com
ing
from
are
as s
o ru
ral o
r so
torn
by
civi
l str
ife
that
no
cons
iste
nt, o
ngoi
ng e
duca
tion
has
been
pro
vide
d in
ove
r a
gene
ratio
n. T
his
educ
atio
nal
defi
cit i
s co
uple
d w
ith e
xtre
me
econ
omic
dep
riva
tion,
affe
ctin
g he
alth
and
wel
l-be
ing.
Iro
nkal
ly, e
ven
the
jour
ney
of e
scap
e an
d m
igra
tion
to a
bet
ter
life
brin
gsm
ore
diff
icul
ties
for
man
y st
uden
ts. S
epar
atio
n, c
ultu
resh
ock,
loss
, exp
osur
e to
vio
lenc
e, a
nd li
mite
d E
nglis
hpr
ofic
ienc
y of
ten
com
bine
to c
reat
e a
kind
of
post
-tr
aum
atic
str
ess
synd
rom
e. S
ome
child
ren
exhi
bit a
lack
of in
tere
st o
r lo
w a
ffec
t as
a re
sult
of o
verw
helm
ing
circ
umst
ance
s.
Cle
arly
, man
y of
our
inco
min
g st
uden
ts a
re n
ot s
choo
l-re
ady.
Eve
n A
sian
stu
dent
s, s
o-ca
lled
mod
el m
inor
ities
,m
ay s
trug
gle
agai
nst b
arri
ers
to le
arni
ng. I
nher
ent i
nC
hine
se, J
apan
ese,
Kor
ean,
and
Ind
ochi
nese
com
mun
i-tie
s ar
e in
terc
ultu
ral c
onfl
icts
ste
mm
ing
from
the
colo
-ni
al e
xper
ienc
e an
d pa
st te
rrito
rial
agg
ress
ions
. Lar
genu
mbe
rs o
f C
hine
se im
mig
rant
s ha
ve c
ome
from
are
asw
ith s
tron
g, lo
ng s
tand
ing
educ
atio
nal s
yste
ms.
Oft
enth
e ed
ucat
iona
l and
pro
fess
iona
l acc
ompl
ishm
ents
of
thei
r fa
mily
mem
bers
con
trib
ute
to o
verl
y hi
gh a
chie
ve-
men
t exp
ecta
tions
, cau
sing
pre
ssur
es th
at a
ffec
t the
sech
ildre
n's
emot
iona
l wel
l-be
ing.
Tho
ugh
esta
blis
hed
econ
omic
impr
ovem
ent n
etw
orks
oft
en m
ake
the
Asi
anso
cio-
econ
omic
situ
atio
n di
ffer
ent f
rom
that
of
man
yL
atin
Am
eric
ans,
man
y In
doch
ines
e st
uden
ts e
nter
ing
our
scho
ols
are
also
bes
et b
y po
st-t
raum
atic
str
ess,
limite
d E
nglis
h pr
ofic
ienc
y, a
nd c
ultu
re s
hock
.
SCH
OO
L D
IST
RIC
T R
EA
LIT
IES:
CO
UR
T O
RD
ER
S A
ND
STA
TE
MA
ND
AT
ES
All
thre
e sc
hool
dis
tric
ts p
artic
ipat
ing
in th
ese
case
sL
os A
ngel
es, P
hoen
ix, a
nd S
an F
ranc
isco
stru
ggle
tom
eet t
he n
eeds
of
grow
ing
mul
tilin
gual
pop
ulat
ions
whi
le m
aint
aini
ng b
road
-bas
ed c
omm
itmen
ts to
inte
-gr
atin
g sc
hool
s an
d cl
assr
oom
s. T
he S
an F
ranc
isco
Uni
fied
Sch
ool D
istr
ict (
SFU
SD)
face
s th
e di
lem
ma
ofac
com
mod
atin
g tw
o co
urt o
rder
s, o
ne r
equi
ring
spe
cial
lang
uage
sup
port
, the
oth
er d
eseg
rega
tion.
The
ser
vice
s an
d ap
proa
ches
that
the
cour
ts h
ave
man
date
d fo
r SF
USD
mus
t be
care
fully
orc
hest
rate
dso
that
sel
f-co
ntai
ned
bilin
gual
cla
sses
do
not c
ontr
adic
tsc
hool
wid
e ef
fort
s at
inte
grat
ion.
Con
sequ
ently
, man
ysc
hool
s ha
ve s
ough
t to
inte
grat
e sp
ecia
l lan
guag
esu
ppor
t act
iviti
es f
or p
ortio
ns o
f th
e da
y. B
esid
esla
ngua
ge a
nd d
eseg
rega
tion
dem
ands
, the
dis
tric
t mus
tof
fer
prog
ram
s ad
dres
sing
the
need
s of
gif
ted
and
tale
nted
, spe
cial
edu
catio
n, a
nd b
elow
-gra
de-l
evel
stud
ents
.
Thi
s co
mpl
icat
ed s
yste
m o
f re
sour
ces
and
man
date
s is
but o
ne f
acto
r ur
ban
teac
hers
mus
t man
age
as th
ey tr
y to
prov
ide
appr
opri
ate
and
mea
ning
ful c
lass
room
lear
ning
expe
rien
ces
for
all s
tude
nts.
TE
AC
HE
RS'
NE
ED
FO
R M
UL
TIC
UL
TU
RA
L E
DU
CA
TIO
N
Mor
e fu
ndam
enta
lly, m
any
teac
hers
hav
e ha
d no
sust
aine
d co
ntac
t with
indi
vidu
als
of a
noth
er r
ace
prio
rto
ent
erin
g th
e in
ner-
city
cla
ssro
om. N
ot o
nly
do th
eyla
ck f
amili
arity
; mos
t are
fea
rful
of
conf
ront
ing
the
issu
eof
rac
e at
all.
In
colle
ge th
ey h
ad b
een
taug
ht th
at"b
lack
s w
ere
real
ly th
e sa
me
as w
hite
peo
ple,
exc
ept
perh
aps
they
wer
e cu
ltura
lly d
epri
ved.
"
Such
teac
hers
cle
arly
nee
d in
set v
ice
prog
ram
s in
mul
ticul
tura
l edu
catio
n. A
num
ber
of d
istr
icts
prr
vid
esu
ch p
rogr
ams
base
d on
a tr
aditi
onal
mod
elte
ache
rsle
arn
inst
ruct
iona
l str
ateg
ies
that
acc
omm
odat
e an
d ta
ke
0 r)
r
adva
ntag
e of
dif
fere
nces
in v
alue
s, e
xper
ienc
es, a
ndbe
liefs
. But
exp
erie
nce
at S
FUSD
sug
gest
s th
at th
is is
not
enou
gh; t
he r
elat
ions
hip
betw
een
teac
her
and
stud
ent
invo
lves
not
just
inst
ruct
ion
but i
nter
actio
n. W
hen
inte
ract
ion
fails
bec
ause
of
teac
her
mis
perc
eptio
ns o
fst
uden
t beh
avio
r, in
stru
ctio
nal f
ailu
re o
ften
fol
low
s.
So th
e di
stri
ct h
as c
reat
ed a
n "i
nter
actio
nal"
sta
ff d
evel
-op
men
t pro
gram
. Not
onl
y a
new
mod
el, i
t in
fact
intr
oduc
es a
new
par
adig
m f
or m
ultic
ultu
ral p
rogr
ams.
In it
s se
ssio
ns, t
each
ers
disc
uss
race
and
cla
ss is
sues
open
ly, r
efle
ct o
n pr
evio
usly
hel
d vi
ews
abou
t dif
fere
ntcu
lture
s, a
nd c
onfr
ont t
heir
ow
n pr
ejud
ices
and
ste
reo-
type
s. E
xam
inin
g th
eir
own
perc
eptio
ns h
as a
llow
edte
ache
rs to
beg
in tr
uly
abso
rbin
g an
d us
ing
cultu
ral
info
rmat
ion
abou
t the
ir s
tude
nts'
lear
ning
sty
les.
Bec
ause
of
dese
greg
atio
n m
anda
tes,
the
emph
asis
inSF
USD
's tr
aini
ng is
on
cultu
ral d
iver
sity
, pri
mar
ily in
curr
icul
um a
reas
suc
h as
soc
ial s
tudi
es/h
isto
ry a
ndla
ngua
ge a
rts.
The
pro
gram
pre
sent
s a
gene
ral o
verv
iew
of c
ultu
ral l
earn
ing
styl
es a
nd s
trat
egie
s th
at s
uppo
rtth
em.
As
impl
emen
tatio
n ha
s ev
olve
d, th
e tr
aini
ng h
as b
ecom
em
ore
site
-bas
ed a
nd m
ore
rele
vant
to s
peci
fic
scho
olse
tting
s an
d pa
rtic
ular
stu
dent
pop
ulat
ions
. Tea
cher
sha
ve g
aine
d an
aw
aren
ess
of h
ow te
ache
r ex
pect
atio
nsin
flue
nce
stud
ent a
chie
vem
ent,
and
they
are
lear
ning
stra
tegi
es f
or c
oope
rativ
e le
arni
ng a
nd c
onfl
ict r
esol
u-tio
n. N
ow th
ey w
ant h
elp
in a
dapt
ing
wha
t the
y le
arn
toth
eir
indi
vidu
al c
lass
room
rea
litie
s. R
athe
r th
an d
ealin
gon
ly in
gen
eral
ities
, e.g
., ta
lkin
g of
bla
cks,
Lat
inos
,A
sian
s, o
r lim
ited
Eng
lish
spea
kers
in te
rms
of b
road
cultu
ral k
now
ledg
e or
set
s of
cha
ract
eris
tics,
teac
hers
need
spe
cifi
c cl
assr
oom
sce
nari
os th
at th
ey c
an a
naly
zean
d us
e as
the
basi
s fo
r pr
oble
m s
olvi
ng. O
ther
wis
e, th
ele
arni
ng th
at ta
kes
plac
ew
heth
er it
be
in c
ultu
ral
unde
rsta
ndin
g, h
uman
rel
atio
ns, o
r an
ti-ra
cism
isdi
sem
bodi
ed a
nd e
asily
for
gotte
n.
t")
How
CA
SES
CA
N H
EL
P
Cas
e-ba
sed
teac
hing
can
hel
p. C
ases
pro
vide
a br
idge
betw
een
the
gene
ral t
opic
and
spe
cifi
c pr
actic
es. W
ithin
a m
ultic
ultu
ral p
rogr
am, t
he c
ase
appr
oach
can
ser
ve a
sa
dist
anci
ng m
echa
nism
, allo
win
g m
ajor
ity a
nd m
inor
ityte
ache
rs to
talk
toge
ther
abo
ut is
sues
ord
inar
ily to
odi
ffic
ult t
o di
scus
s op
enly
. Our
exp
erie
nce
usin
gca
sem
etho
ds in
men
tor
trai
ning
sho
wed
us
how
eff
ectiv
eth
is a
ppro
ach
can
be.
Cas
es p
rom
pt r
efle
ctio
n an
d pe
rson
al in
volv
emen
t. T
hey
allo
w te
ache
rs li
ke th
ose
in S
FUSD
to e
xam
ine
larg
e-sc
ale
prob
lem
s cl
ose
up. C
ases
intr
oduc
eus
to a
par
ticu-
lar
stud
ent a
nd te
ache
r, b
ring
ing
the
wor
ld o
f one
clas
sroo
m to
life
in a
ll its
com
plex
ity. P
robl
ems
unde
rdi
scus
sion
are
no
long
er th
ose
of, s
ay, p
oor
blac
kch
ildre
n, b
ut o
f E
ric,
a v
ery
mem
orab
le, v
ery
real
littl
ebo
y w
ith f
eelin
gs, t
alen
ts, a
nd f
amily
mem
bers
. His
need
s m
ay o
r m
ay n
ot b
e "t
ypic
al,"
but
his
teac
her
trie
sto
mee
t the
m in
the
best
way
she
and
her
sch
ool c
an.
Tho
se r
eadi
ng a
nd d
iscu
ssin
g th
e ca
se u
se th
e si
tuat
ion
as a
veh
icle
for
que
stio
ning
thei
r ow
n in
stru
ctio
nal
prac
tices
, cla
ssro
om m
anag
emen
t str
ateg
ies,
and
mul
ticul
tura
l cur
ricu
lum
and
for
ref
lect
ing
on th
eir o
wn
valu
es, a
ttitu
des,
and
exp
erie
nce.
Inf
orm
atio
n in
the
case
is s
uppl
emen
ted
by o
ther
cur
ricu
lum
mat
eria
ls, e
.g.,
am
odel
that
off
ers
spec
ific
ste
ps f
or h
andl
ing
disr
uptiv
ecl
assr
oom
beh
avio
r or
trai
ning
in c
oope
rativ
e le
arni
ngst
rate
gies
. The
cas
e, in
oth
er w
ords
, fun
ctio
ns a
s th
e hu
bof
the
staf
f de
velo
pmen
t whe
el.
The
fol
low
ing
case
s ar
e pa
rt o
f a
natio
nwid
eca
sede
velo
pmen
t mom
entu
m. L
ike
all g
ood
stor
ies,
they
don'
t nec
essa
rily
end
nea
tly w
ith s
ucce
ss a
nd r
esol
utio
n.In
stea
d, th
e te
ache
r is
oft
en le
ft p
uzzl
ed, w
onde
ring
ifhi
s or
her
inte
rven
tions
cou
ld h
ave
been
bet
ter o
r m
ore
thou
ghtf
ul. B
y pr
ompt
ing
ques
tioni
ng a
nd r
efle
ctio
nan
d en
ablin
g di
ffer
ing
poin
ts o
f vi
ew to
be
expr
esse
dan
d ex
plor
ed, t
hey
can
trul
y be
cat
alys
ts f
or te
ache
rch
ange
.
c1
3
CH
APT
ER
1
Tea
chin
g N
ewC
once
pts
and
Skill
s
Intr
oduc
ing
new
idea
s an
d su
ppor
ting
lear
ners
in n
ewcu
rric
ulum
are
as is
dif
ficu
lt un
der
any
circ
umst
ance
s.B
ut w
hen
teac
hers
are
unf
amili
ar w
ith th
e cu
ltura
llydi
vers
e ba
ckgr
ound
s of
thei
r st
uden
ts, t
heir
fru
stra
tion
ishe
ight
ened
by
unce
rtai
nty
abou
t suc
ceed
ing
at b
asic
com
mun
icat
ion.
Tea
cher
-stu
dent
inte
ract
ion
figu
res
prof
ound
ly in
to th
e te
achi
ng o
f ne
w c
once
pts
and
skill
s.T
he th
ree
case
s in
this
sec
tion
draw
our
atte
ntio
n to
how
cultu
ral r
ealit
ies
affe
ct th
at in
tera
ctio
n. T
hey
depi
ct th
ree
diff
eren
t lea
rnin
g si
tuat
ions
and
cul
tura
l con
text
s.
In A
Cas
e of
Gan
as, t
he s
tory
of
Am
paro
conv
eys
ate
ache
r's s
ense
of
failu
re w
hile
par
adox
ical
ly r
evea
ling
the
stud
ent's
new
und
erst
andi
ng o
f he
r ow
n le
arni
ng.
The
bac
kdro
p fo
r th
is m
ovin
g st
uden
t-te
ache
r re
latio
n-sh
ip is
the
stud
ent's
cul
tura
l his
tory
, com
mun
ity e
xper
i-en
ces,
and
fam
ily v
alue
s. T
he c
omm
enta
ries
allo
w u
s to
view
the
sam
e na
rrat
ive
from
sev
eral
per
spec
tives
and
toch
alle
nge
the
teac
her's
per
cept
ion
of h
er in
effe
ctiv
enes
s.
Mom
ents
of
Tru
th: T
each
ing
Pygm
alio
n is
set
in a
dyna
mic
Afr
ican
-Am
eric
an c
omm
unity
. The
teac
her
find
s th
at is
sues
of
lang
uage
and
soc
ial s
tatu
s co
nfus
ean
d cl
oud
her
genu
ine
atte
mpt
s to
intr
oduc
e a
new
appr
oach
to a
n ol
d cl
assi
c. W
heth
er s
he m
isse
d an
oppo
rtun
ity f
or d
eepe
r st
uden
t eng
agem
ent
a qu
estio
nde
bate
d in
the
com
men
tari
es.
Fina
lly, i
n A
ttem
ptin
g to
Tea
ch S
elf-
Est
eem
, a te
ache
r'sid
ealis
tic e
ffor
ts to
res
olve
pro
blem
s of
pov
erty
and
sel
f-es
teem
fal
l fla
t. T
his
case
allo
ws
us to
ref
lect
on
how
wel
l-m
eani
ng le
sson
s ca
n go
aw
ry if
they
fai
l to
reco
g-ni
ze a
nd a
ccom
mod
ate
stud
ents
' dev
elop
men
tal n
eeds
.
5
Cas
e 1
A C
ase
of G
ana&
Whe
n A
mpa
ro a
sked
me
to h
elp
her
wri
te a
boo
k fo
r th
eY
oung
Aut
hor's
Con
test
, I b
race
d m
ysel
f. S
he c
ould
n't
spel
l, ha
d no
idea
of
sent
ence
bou
ndar
ies,
and
did
n't
reco
gniz
ele
t alo
ne a
bide
by
the
rule
s of
sta
ndar
dus
age.
It w
asn'
t tha
t she
spe
lled
phon
etic
ally
, bec
ause
she
didn
't; e
ven
phon
etic
spe
lling
fol
low
s pa
ttern
s of
soun
d. A
mpa
ro w
rote
in a
gib
beri
sh a
ll he
r ow
n.
Am
paro
was
n't d
umb.
She
cou
ld o
rgan
ize
page
s of
idea
sw
ith a
stou
ndin
g fl
uenc
y. H
owev
er, t
he a
bsen
ce o
fpa
ragr
aph
inde
ntat
ions
cou
pled
with
gro
ss s
ynta
ctic
alre
vers
ions
and
om
issi
ons
resu
lted
in w
ritin
g th
at a
p-pr
oach
ed in
com
preh
ensi
bilit
y. A
mpa
ro w
as a
pro
blem
.Ju
st r
eadi
ng w
hat s
he w
rote
took
up
too
muc
h tim
e.
On
the
othe
r ha
nd, A
mpa
ro w
as g
ifte
d w
ith id
eas.
She
coul
d an
alyz
e an
d pu
t tog
ethe
r co
ncep
ts. S
he w
asn'
tlo
quac
ious
, but
whe
n sh
e ta
lked
she
mad
e se
nse.
I li
ked
Am
paro
and
wan
ted
to h
elp
her
out.
I th
ink
she
had
apr
oces
sing
pro
blem
, may
be d
ysle
xia.
Eng
lish
was
n't h
erfi
rst l
angu
age,
yet
that
did
n't c
ompl
etel
y ex
plai
n he
rpl
ight
. She
'd li
ved
in th
e U
. S. f
or y
ears
. I th
ink
her
read
ing
skill
s w
ere
low
, but
so
wer
e m
ost e
very
one
else
's. I
n m
y ju
nior
hig
h, th
e av
erag
e re
adin
g le
vel w
asfo
urth
gra
de. T
here
wer
e ga
ps o
f in
form
atio
n re
gard
ing
Am
paro
's p
rior
exp
erie
nce
in s
choo
l. B
y th
e m
iddl
e of
the
seco
nd s
emes
ter
her
cum
ulat
ive
fold
er s
till h
adn'
tar
rive
d. S
he h
ad m
isse
d m
y ow
n sc
reen
ing
beca
use
she
ente
red
the
clas
sroo
m a
few
wee
ks in
to th
e ye
ar.
I'd h
oped
Am
paro
wou
ld p
air
up w
ith a
noth
er s
tude
ntto
wri
te h
er b
ook
for
the
cont
est,
but s
he w
ante
d to
do
her
own.
Whe
n st
uden
ts p
air
up, t
here
are
few
er w
orks
to g
rade
, edi
t, as
sem
ble,
and
bin
d. W
hile
oth
er s
tude
nts
chos
e to
wor
k on
rom
ance
s, p
oetr
y, a
nd a
dven
ture
s, I
sugg
este
d to
Am
paro
that
she
dev
elop
an
essa
y sh
e'd
'At t
heir
req
uest
, the
aut
hors
of
indi
vidu
al c
ases
will
rem
ain
anon
ymou
s. I
n ad
ditio
n, p
seud
onym
s ha
ve b
een
used
for
all
nam
es a
nd p
lace
s fo
und
with
in th
ena
rrat
ives
.
alre
ady
done
into
a lo
nger
pie
ce. "
Yes
, Mis
s,"
she
said
,"I
wan
t to
do th
at, b
ut I
don
't kn
ow h
ow."
In m
any
way
s A
mpa
ro is
typi
cal o
f a
smal
l gro
up o
fha
rd-w
orki
ng ju
nior
hig
h sc
hool
gir
ls in
Eas
t Los
Ang
eles
who
hav
en't
had
a lo
t of
acad
emic
suc
cess
. She
has
a ra
ther
tim
id v
ersi
on o
f ga
nas,
or
a de
sire
to d
o w
ell,
yet s
he f
eels
she
can
't. A
nd s
he k
now
s th
ere'
s so
met
hing
"wro
ng"
with
the
way
her
thou
ghts
com
e ou
t on
pape
r.It
's a
s if
she
has
a w
rite
r's te
mpe
ram
ent b
ut s
erio
usly
lack
s sk
ills.
Mos
tly, s
he li
kes
to c
aref
ully
cop
ypo
ems.
Lik
e m
any
stud
ents
who
hav
e be
en th
roug
h "t
oo m
uch"
inef
fect
ive
rem
edia
tion,
Am
paro
is tu
rned
off
tom
ean-
ingl
ess
drill
and
exe
rcis
e.
The
ess
ay A
mpa
ro d
ecid
ed to
exp
and
was
ori
gina
llytit
led,
"M
y Fa
mily
and
the
One
I H
ope
to H
ave
Som
e-da
y."
In th
e en
d, w
e ch
ange
d it
to "
My
Fam
ily a
nd th
eA
mer
ican
Ide
al: A
n E
thno
grap
hic
Com
posi
tion.
" In
cla
ssw
e'd
alre
ady
gone
thro
ugh
som
e ra
ther
tech
nica
lne
wsp
aper
art
icle
s on
fam
ilies
thro
ugho
ut th
e U
. S. A
.an
d ha
d m
any
livel
y cl
ass
disc
ussi
ons.
We
brok
e th
ew
ords
"et
hnog
raph
ic"
and
"com
posi
tion"
into
pre
fixe
s,su
ffix
es, a
nd r
oots
and
beg
an w
ith a
utob
iogr
aphi
cal
inci
dent
s. A
mpa
ro w
as a
ble
to f
orm
ulat
e ge
nera
lizat
ions
abou
t fam
ilies
and
com
pare
her
ow
n to
oth
ers
in h
erco
mm
unity
and
the
coun
try.
Wri
ting
for
her
was
like
hang
ing
beau
tiful
fab
rics
on
the
mor
e pl
easa
nt c
ogni
tive
hook
s of
her
min
d. A
lthou
gh s
he r
efer
red
to th
e ne
gativ
eas
pect
s of
her
com
mun
ity, s
he p
refe
rred
not
to d
wel
l on
thos
e pr
oble
ms.
The
mos
t str
essf
ul p
art o
f th
is p
roje
ct f
or m
e w
as d
ealin
gw
ith a
ll th
e fr
ustr
atio
ns s
he h
ad in
pro
duci
ng a
cle
anfi
nal d
raft
. I s
impl
y di
dn't
have
tim
e to
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