This study assesses the impact of professional development schools (PDSs) on preservice teachers, comparing PDS and non-PDS candidates at the point of licensure. Data sources include student teaching evaluations and portfolio presentations. Statistical analyses reveal PDS candidates scored significantly higher than non-PDS candidates on aspects of planning, instruction, management, and assessment. Qualitative analysis of portfolio presentations reveals PDS candidates showed greater ownership of their school and classroom and more sophistication in applying and integrating Interstate New Teacher Assessment and Support Consortium standards. Five differences are discussed: how and why versus what, standards connected versus standards isolated, assessment as driving instruction versus assessment as tools, reflection connected to practice versus reflection not connected to practice, and student focus versus self-focus. Contextual and programmatic differences are used to explain the differences. The case is made that PDS graduates may affect student learning sooner than traditionally trained beginning teachers.

No abstract

No abstract

The 21st century has seen a strong upward trajectory in empirical research on the multiple benefits that foreign language/world language learning and bilingualism can afford to both individuals and society. This analysis of research published from 2012‐2019 extends Fox et al.'s analysis of research published from 2005 to 2011 (Part I). The 100 empirical studies in Part II, drawn from seven data bases, were conducted in multiple countries. Six overarching themes emerged: cognitive abilities and benefits, aging and health, employability, academic achievement, communicative and intercultural competence, and enhanced creativity. Results report multiple cognitive benefits of language study and bi‐multilingualism, particularly later in life, including enhancement of cognitive flexibility, higher cognitive reserve in advanced age, and delay in the onset of dementia. Other results underscore the importance of early and sustained language learning and support for L1 literacy development. Additional results stress the benefits of foreign/world language skills relating to employability and academic achievement and propose that the accumulation of years of language learning positively impacts the development of cross‐cultural awareness and communicative competence. This research illustrates the importance of establishing cross‐/interdisciplinary research and sharing results with language advocates, policy makers, and legislators.

No abstract