Robert A. DeVillar is Associate Professor in the Department of Advanced Educational Studies at California State University, Bakersfield. Christian J. Faltis is Associate Professor in the Program in Multicultural Education at Arizona State University. DeVillar and Faltis are authors of Computers and Cultural Diversity: Restructuring for School Success also published by SUNY Press. James P. Cummins is Professor in the Department of Curriculum at The Ontario Institute for Studies in Education.

"This work is an important and significant contribution to the field of education. The insightfulness of the editors and contributors lead us into the future, today. A future which may be difficult for some to understand and even more difficult to change; a future where communication, integration, and cooperation become fundamental organizing principles; a future where these principles can truly make school a successful context for culturally diverse students, their teachers, and communities. National and local educational goals cannot be reached if the perspective to reach those goals is not changed. This work provides us with a means to analyze, discuss, reflect, and generate a new vision for the 21st century."—José S. Hernández, California Sate University San Bernardino

• IntroductionReconciling Cultural Diversity and Quality Schooling: Paradigmatic Elements of a Socioacademic FrameworkROBERT A. DEVILLAR and CHRISTIAN J. FALTIS Part 1: Cultural Diversity and Schooling 1. The Rhetoric and Practice of Cultural Diversity in U.S. Schools: Socialization, Resocialization, and Quality SchoolingROBERT A. DeVILLAR 2. Cooperative Learning in the Culturally Diverse ClassroomDAVID W. JOHNSON and ROGER T. JOHNSON 3. Building Bridges for the Future: Anthropological Contributions to Diversity and Classroom PracticesSTEVEN F. ARVIZU Part II: Cultural Diversity and Teacher Education 4. Responding Successfully to Cultural Diversity in Our Schools: The Teacher ConnectionROBERT D. MILK 5. Mentoring, Peer Coaching, and Support Systems for First-Year Minority/Bilingual TeachersMARGARITA CALDERON Part III: Cultural Diversity in the Classroom 6. Cooperative Learning for Language-Minority StudentsRICHARD P. DURAN 7. Influences of L1 Writing Proficiency on L2 Writing ProficiencyROBERT S. CARLISLE 8. Promoting Positive Cross-Cultural Attitudes and Perceived Competence in Culturally and Linguistically Diverse ClassroomsKATHRYN J. LINDHOLM 9. Managing Behavior in the Culturally Diverse ClassroomSAUNDRA SCOTT SPARLING 10. Effectiveness of Bilingual Education: A Comparison of Various Approaches in an Elementary School DistrictLINDA GONZALES Part IV Cultural Diversity and Technology 11. A Communicative Computer Environment for the Acquisition of ESLNIDIA GONZALEZ-EDFELDT 12. Bilingual Team-Teaching Partnerships Over Long Distances: A Technology-Mediated Context for Intragroup Language Attitude ChangeDENNIS SAYERS 13. Teaching Teachers about Computers and Collaborative Problem-SolvingHOWARD BUDIN 14. Pedagogical and Research Uses of Computer-Mediated ConferencingARMANDO A. ARIAS, JR., and BERYL BELLMAN ConclusionThe Socioacademic Achievement Model in the Context of Coercive and Collaborative Relations of PowerJIM CUMMINS Author Index Subject Index

Robert A. DeVillar is Associate Professor in the Department of Advanced Educational Studies at California State University, Bakersfield. Christian J. Faltis is Associate Professor in the Program in Multicultural Education at Arizona State University. DeVillar and Faltis are authors of Computers and Cultural Diversity: Restructuring for School Success also published by SUNY Press. James P. Cummins is Professor in the Department of Curriculum at The Ontario Institute for Studies in Education.

"This work is an important and significant contribution to the field of education. The insightfulness of the editors and contributors lead us into the future, today. A future which may be difficult for some to understand and even more difficult to change; a future where communication, integration, and cooperation become fundamental organizing principles; a future where these principles can truly make school a successful context for culturally diverse students, their teachers, and communities. National and local educational goals cannot be reached if the perspective to reach those goals is not changed. This work provides us with a means to analyze, discuss, reflect, and generate a new vision for the 21st century."—José S. Hernández, California Sate University San Bernardino

• IntroductionReconciling Cultural Diversity and Quality Schooling: Paradigmatic Elements of a Socioacademic FrameworkROBERT A. DEVILLAR and CHRISTIAN J. FALTIS Part 1: Cultural Diversity and Schooling 1. The Rhetoric and Practice of Cultural Diversity in U.S. Schools: Socialization, Resocialization, and Quality SchoolingROBERT A. DeVILLAR 2. Cooperative Learning in the Culturally Diverse ClassroomDAVID W. JOHNSON and ROGER T. JOHNSON 3. Building Bridges for the Future: Anthropological Contributions to Diversity and Classroom PracticesSTEVEN F. ARVIZU Part II: Cultural Diversity and Teacher Education 4. Responding Successfully to Cultural Diversity in Our Schools: The Teacher ConnectionROBERT D. MILK 5. Mentoring, Peer Coaching, and Support Systems for First-Year Minority/Bilingual TeachersMARGARITA CALDERON Part III: Cultural Diversity in the Classroom 6. Cooperative Learning for Language-Minority StudentsRICHARD P. DURAN 7. Influences of L1 Writing Proficiency on L2 Writing ProficiencyROBERT S. CARLISLE 8. Promoting Positive Cross-Cultural Attitudes and Perceived Competence in Culturally and Linguistically Diverse ClassroomsKATHRYN J. LINDHOLM 9. Managing Behavior in the Culturally Diverse ClassroomSAUNDRA SCOTT SPARLING 10. Effectiveness of Bilingual Education: A Comparison of Various Approaches in an Elementary School DistrictLINDA GONZALES Part IV Cultural Diversity and Technology 11. A Communicative Computer Environment for the Acquisition of ESLNIDIA GONZALEZ-EDFELDT 12. Bilingual Team-Teaching Partnerships Over Long Distances: A Technology-Mediated Context for Intragroup Language Attitude ChangeDENNIS SAYERS 13. Teaching Teachers about Computers and Collaborative Problem-SolvingHOWARD BUDIN 14. Pedagogical and Research Uses of Computer-Mediated ConferencingARMANDO A. ARIAS, JR., and BERYL BELLMAN ConclusionThe Socioacademic Achievement Model in the Context of Coercive and Collaborative Relations of PowerJIM CUMMINS Author Index Subject Index

Robert A. DeVillar is Associate Professor in the Department of Advanced Educational Studies at California State University, Bakersfield. Christian J. Faltis is Associate Professor in the Program in Multicultural Education at Arizona State University. DeVillar and Faltis are authors of Computers and Cultural Diversity: Restructuring for School Success also published by SUNY Press. James P. Cummins is Professor in the Department of Curriculum at The Ontario Institute for Studies in Education.

"This work is an important and significant contribution to the field of education. The insightfulness of the editors and contributors lead us into the future, today. A future which may be difficult for some to understand and even more difficult to change; a future where communication, integration, and cooperation become fundamental organizing principles; a future where these principles can truly make school a successful context for culturally diverse students, their teachers, and communities. National and local educational goals cannot be reached if the perspective to reach those goals is not changed. This work provides us with a means to analyze, discuss, reflect, and generate a new vision for the 21st century."—José S. Hernández, California Sate University San Bernardino

• IntroductionReconciling Cultural Diversity and Quality Schooling: Paradigmatic Elements of a Socioacademic FrameworkROBERT A. DEVILLAR and CHRISTIAN J. FALTIS Part 1: Cultural Diversity and Schooling 1. The Rhetoric and Practice of Cultural Diversity in U.S. Schools: Socialization, Resocialization, and Quality SchoolingROBERT A. DeVILLAR 2. Cooperative Learning in the Culturally Diverse ClassroomDAVID W. JOHNSON and ROGER T. JOHNSON 3. Building Bridges for the Future: Anthropological Contributions to Diversity and Classroom PracticesSTEVEN F. ARVIZU Part II: Cultural Diversity and Teacher Education 4. Responding Successfully to Cultural Diversity in Our Schools: The Teacher ConnectionROBERT D. MILK 5. Mentoring, Peer Coaching, and Support Systems for First-Year Minority/Bilingual TeachersMARGARITA CALDERON Part III: Cultural Diversity in the Classroom 6. Cooperative Learning for Language-Minority StudentsRICHARD P. DURAN 7. Influences of L1 Writing Proficiency on L2 Writing ProficiencyROBERT S. CARLISLE 8. Promoting Positive Cross-Cultural Attitudes and Perceived Competence in Culturally and Linguistically Diverse ClassroomsKATHRYN J. LINDHOLM 9. Managing Behavior in the Culturally Diverse ClassroomSAUNDRA SCOTT SPARLING 10. Effectiveness of Bilingual Education: A Comparison of Various Approaches in an Elementary School DistrictLINDA GONZALES Part IV Cultural Diversity and Technology 11. A Communicative Computer Environment for the Acquisition of ESLNIDIA GONZALEZ-EDFELDT 12. Bilingual Team-Teaching Partnerships Over Long Distances: A Technology-Mediated Context for Intragroup Language Attitude ChangeDENNIS SAYERS 13. Teaching Teachers about Computers and Collaborative Problem-SolvingHOWARD BUDIN 14. Pedagogical and Research Uses of Computer-Mediated ConferencingARMANDO A. ARIAS, JR., and BERYL BELLMAN ConclusionThe Socioacademic Achievement Model in the Context of Coercive and Collaborative Relations of PowerJIM CUMMINS Author Index Subject Index