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This classroom action research study investigated Vygotsky's concept of the zone of proximal development using peer social dialogue integrated with teacher support to develop children's reading, writing, and abstract thinking in story reflection and sense of audience. Twenty-four first and second graders were paired for a 6-week partner reading and writing activity to provide peer social dialogue through partner storybook reading, discussion, and dialogue journal writing. A class mini-lesson on verbal story reflection added teacher support to the partner instructional activity. Data sources included student evaluations of their own classroom literacy performance and preferences, observational notes collected during the partner sessions, and students' dialogue journal entries. Students showed the most improvement in word recognition, minimal improvement in fluency, accurate evaluations of their own reading progress, and felt more positive about reading aloud. Students' journal entry writing progressed from copying their partners' statements to printed conversations about their stories. Teacher support influenced students' written dialogue and the strategies they used to share text meaning in verbal dialogue.

This chapter provides an account of an international student teaching exchange program between the University of North Texas (UNT) and the University of Seville (UdeS) from inception to implementation. The first section of the chapter offers a rationale for the program including a review of research related to international exchanges specific to educator preparation. Section two includes a discussion of program establishment, a description of initial contacts between the universities and steps taken to form legal agreements binding the institutions to the program. Logistical aspects of the program are detailed, including agreements with local school districts. The final section synthesizes the research conducted at UNT using Mezirow's (1991) transformative learning theory to study the effects of the program on its students. Three years of data have shown a clear pattern in regard to the personal and professional growth student teachers experience as a result of their participation in the program.

This case study addressed effects of international student teaching on U.S. teacher candidates’ cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were coded using the Cross-Cultural Adaptability Inventory dimensions and interpreted using Mezirow’s transformational learning theory. Findings suggested that increased cross-cultural adaptation aligns with transformational learning. Transformational learning led participants to question assumptions and consider incorporating different perspectives in future teaching.