s regarding student performance; scientific teachers may focus on maximizing use of methods associated with learning outcomes that are desirable, while artistic teachers may turn to innovation to elicit performance. The most effective teacher will use both strategies.
As Secada (1999) reported, those American youth who are most likely to drop out of school and/or to be at risk for low levels of academic achievement and skill mastery tend to be drawn from among disadvantaged families, minority groups and to be concentrated in urban areas characterized by high rates of poverty. In working with students from this background, effective teachers recognize that there are critical differences in learning styles and strategies. Maximizing the capacity of individual students and students from diverse populations requires understanding of the need to go beyond conventional instructional methods to tap creativity and work with multiple intelligences. Here the art and science of teaching merge.
Reyes, Gillock, Kobus, and Sanchez (2000) stated that the problem of academic failure is significant, particularly for minority youth. Schmidt (2001) noted that many states as well as local education authorities are seeking innovative strategies which can retain young people in school through h
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