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Curriculum Differentiation: Interpretive Studies in U.S. by Reba Page, Linda Valli

By Reba Page, Linda Valli

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Sample text

Because of his family, to help out his mother, Ray has had to work part-time jobs for quite some time . . He's been in a little trouble, here and there, suspended for this and that: drinking, or drugs, or cutting classes . . He's having kind of a tough time of it, not because he's a bad kid, but because of family problems . . He is the oldest of eight kids . . Ray has a pretty tough life. Mr. Bradley describes the other four characters in the fictional group in similar fashion, connecting them to Additional Needs students' experiences.

That is, classroom participants may also differ about whether having a disagreement is their appropriate agenda. For example, from the teacher's vantage point, students may appear "out of order" who operate within the disagreement structure and who < previous page page_33 If you like this book, buy it! next page > < previous page page_34 next page > Page 34 therefore will occupy the third, reacting position. Indeed, in the third position, students are out-of-the-order of conventional classroom discourse and a respondent's role.

Possibly to secure Patty's re-engagement in the recitation, Mr. Bradley then reverses the position he has held throughout the lesson in regard to Mary. He prompts Patty and Tiffany to suggest that Mary's relation with her brothers is significant (1. 110-11). This closing interchange exemplifies the delicate balance that classroom participants produce between educational coverage and order and its significance for lower-track students' scholastic uncertainty. Having presented her point of view regarding Mary in four earlier major disagreement sequences only to have it overridden by the teacher and the majority of the class, Patty makes one last, half-hearted defense and then quits.

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