ABSTRACT
For many teachers, the beginning of each new academic year or semester signals the onset of a challenging dilemma. Responsible for instructing students in the various content or subject areas, these teachers begin the important tasks of organizing a course of study and developing specific instructional plans for the groups of students who have been assigned to them. In all likelihood, however, there is much about those students that teachers do not know, and thus they are forced to plan for instruction without adequate information about the students they must teach.
