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The Old Problem of "New Students": Purpose, Content, and Pedagogy


by W. Norton Grubb 1995

Alarm about "new students" flooding into the schools is hardly new: concern about lower-class and minority children is a persistent strain, and in a nation of immigrants each wave of arrivals has led to various efforts to cope with them. Not surprisingly, the dominant responses have been contradictory. On the one hand there have been powerful efforts to include "new students," to provide access, and to find new resources for them. The other response has been to accommodate "new students" through differentiation by developing new purposes for schooling and by varying its content for groups of students with supposedly different needs and interests. The result is that access to schooling for all students has been preserved, though "schooling" means very different things for different students. But in all these debates one aspect of schooling has rarely been examined: the conventional pedagogy of instruction.


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This article originally appeared as NSSE Yearbook Vol 94, No. 2.


Cite This Article as: Teachers College Record Volume 96 Number 6, 1995, p. 4-29
http://www.tcrecord.org ID Number: 18824, Date Accessed: 10/23/2017 7:42:32 AM

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About the Author
  • W. Grubb
    University of California, Berkeley
    E-mail Author
    W. NORTON GRUBB is Professor in the School of Education at the University of California, Berkeley. He is also a site director for the National Center for Research in Vocational Education located at the University of California, Berkeley.
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