Время Науки. 2014. Выпуск 4 - The Times of Science

Surzhyk A. V. А.В Суржик Thus students who are accustomed to work being framed in informal social relations and group structures outside school will perform better if this tradition is continued in the classroom, rather than in formal, highly competitive, and individualistic situations. This challenge can be achieved by doing cultural context teaching. That is, placing the mechanics and technical components of teaching and learning into the cultural frameworks of various ethnic, racial, and social groups. Stated somewhat differently, cultural context teaching synchronizes various cultural styles of teaching and learning and creates culturally compatible classrooms that provide genuine invitations and opportunities for all students to engage involve maximum academic issues without any group being advantaged or penalized [3] Cultural context teaching is somewhat analogous to segmented marketing in business and industry. As the United States evolved from a factory-driven to a consumer- driven economy, corporations moved rapidly from total reliance on mass media advertising to marketing strategies designed for specifically targeted segments of the population. The shift involves identifying the values, institutions, connections, concerns, experiences, and motivations of key consumer segments; affiliating with esteemed individuals, organizations, and activities that embody these features to enter into the “circles of trust” of different consumer groups; and packaging products and services to match the life-styles of the various groups. The merits of these strategies are readily apparent –“increased consideration translates into increased sales” [4]. Educational institutions are very susceptible to the opinions of business and industry. They have a long tradition of borrowing models from the corporate world and using economic reasoning to justify program priorities. Education, like other consumer goods and services, must be marketed effectively if it is aimed at “selling” and success. Just as mass, homogeneous advertising is necessary in the economic marketplace, so it’s the same in the educational marketplace. The results obtained from small-scale pilot studying indicate that most of the special education administrators insist that special education teachers, who work with foreign students, should participate in multicultural education in-service training that focuses directly on issues relevant to their youth and their families. Twenty out of 21 directors conducted a seminar or taught a course in multicultural education. But only four of the special education administrators stated that they received formal training in multicultural education. Because leadership in multicultural in-service training appears