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This article describes the results of a teacher training model that involves contact with local communities and action-research practices. The study included students enrolled in the education program at a university in southern California Key wordsTeacher training, action research on education, teaching practice, educational research, California, USA (Source: Unesco Thesaurus). Fernando Rodríguez-Valls Palabras claveFormación de profesores; investigación-acción pedagógica; práctica pedagógica; investigación pedagógica; California, USA (Fuente: Tesauro de la Unesco). Uma experiência de formação de professores que trabalham em comunidades de Califórnia Resumo Palavras-chaveFormação de professores, pesquisa-ação pedagógica, prática pedagógica, pesquisa em pedagogia, Califórnia, EUA (Fonte: Tesauro da Unesco).

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

This chapter reports on an exploratory case study of intercultural issues in graduate blended learning environments. As U.S. Universities strive to increase the diversity among student, faculty, and staff populations, culture is beginning to emerge in the literature as a potential variable in the efficacy of virtual and blended course delivery (Al-Harthi, 2005; Ku & Lohr, 2003; Zhao & McDougall, 2008). Still in its nascent stages, there is scant research on the topic of technology mediated graduate courses and even less on culture as a pivotal element of blended learning environments in graduate education. Findings from this study indicated that participants agreed blended courses offered opportunities to balance work, family, and school obligations; however, a majority of participants also noted that intercultural issues were prevalent and played a role in how blended courses were viewed. The results of this study have implications for university faculty and administrators who serve diverse student populations.

This article presents an interpersonal methodology designed to increase the cultural awareness of counselor candidates. This methodology was implemented through a sequence of activities, which was part of a multicultural course in the counseling credential program in a university located in Southern California. The goal was to enrich future counselor practices by promoting self-reflection processes of personal cultural beliefs. The responses of counselor candidates, gathered through two surveys, suggest that understanding their identities will ease the process of creating bridges between them and the cultural richness of students and their parents.