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The school lives of 31 culturally diverse students who were identified by the school as potential dropouts were studied using ethnographic methods. Data were collected across 2 years and revealed that teachers who were identified by the students as most successful in helping them learn used practices based on two types of teacher knowledge: knowledge about the home lives and cultural backgrounds of students and knowledge about the impact of young adolescents' developmental needs on learning.
Linda Schlosser (Sun,) studied this question.