Description:
This book presents current knowledge about teaching culturally diverse populations, traditionally underserved in the nation's public schools. It approaches the challenge of improving public school education for these students in a variety of ways including relating of cultural and experiential knowledge to classroom instruction, examining the behaviors of teachers who are effective with culturally diverse populations, analyzing effective school models, reviewing models of effective instruction, and exploring ethnic identity as a variable in the formula for school success. The discussions reveal significant insights about the implications and shortcomings of existing knowledge and its application, and offer directions for future research.
Review Quotes:
"I read the entire book, page by page, to determine whether or not old information was being rehashed. I found that this is not the case. I also read to ascertain how my students would respond to it as a text. The volume passed both tests."-Clara A. New, University of Wisconsin-Parkside