Bescherelle : La grammaire pour tous by Collectif

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In design and execution, Mr. Bradley calls for "more than one fight answer" yet squelches all but his own. He stresses "giving reasons for opinions," but relies on his formal authority to resolve differences of opinion. He effectively, imaginatively engages students in important topics, but punishes the engagement. indeed, ironically, both students' engagement in and their withdrawal from classroom activities confirm teachers' pedagogical lore about lower-track students: if students argue, they are "like little kids .

Differentiating both the horizontal and the vertical curriculum to such a degree requires considerable school effort. Because track placement is the administration's and not the student's decision, as it is in many public schools (Camarena 1987; Lee and Bryk 1988), student records have to be evaluated for initial placement and reviewed for potential movement to a different track. Using different texts for each track also requires additional planning time and effort for the faculty. As interviews and classroom observations confirmed, Track III does not simply receive Track II's former lectures, assignments, and exams.

Mr. Bradley does not discuss why group communication works this way. As a result, while the teacher constructs the group's characters so that stereotypical differences between them will provoke students "to bring all the things [communicative principles] into play," the academic material and the significance of its latent sociocultural assumptions are also presented as selfevident and realistic. Students react to the lesson with interest. They accept many of the links between the lesson's formal content, their knowledge of the way the world works, and their personal school situations.

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