ISSUES-CENTERED INSTRUCTION WITH LOW-ACHIEVING HIGH-SCHOOL-STUDENTS -THE DILEMMAS OF 2 TEACHERS

Critics of issues-centered instruction contend that it is fine for adv anced students but too difficult for lower achieving adolescents. This article explores this assumption through the lens of a case study of two ninth grade world geography classes composed of low achieving stud ents. It describes the organization of knowledge, the social interacti on, and adaptations made for low achievers in a unit on Latin America based on the principles of issues-centered instruction. The authors co nclude that teachers confront a series of obstacles and difficulties i n planning and implementing such instruction with low achieving adoles cents. Although many low achievers valued the exposure to in-depth kno wledge and the opportunity to think and talk about its meaning, the pr omise of such instruction depends on the skills and resources of teach ers and schools to make adjustments to manage the obstacles. The autho rs offer a few implications of the research for the future of issues-c entered instruction.