Using a case study design, this investigation examined the effective teaching characteristics of nontraditional, culturally and linguistically diverse (CLD) student teachers placed in rural, elementary schools with high populations of Latino/a students. Data collected reflected high percentages of effective teaching characteristics in multiple domains with specific indicators reflective of consistent teaching over time. A discussion of these findings considered aspects within the distance-delivery model that facilitated the CLD participants' development of effective teaching and noted (1) consistent leadership, (2) explicit teacher instruction within CLD school settings, and (3) the strong cohesive nature of the CLD participants' cohort as positively affecting the CLD participants' teaching effectiveness.
This article describes a collaborative, distance-delivered, teacher preparation program for rural, culturally and linguistically diverse (CLD) teacher candidates. Multiple institutions partnered with one university in order to diversify the teaching force in the region and meet the needs of CLD students living there. In describing the program’s design and implementation phases, a focus on cultural responsiveness to the candidates’ needs, their rural settings, and high populations of Latino/a students in the rural areas in which they were trained is presented. Assessment of each implementation phase guided program practice for the participants’ training as effective teachers. Relevant discussion indicates that even with responses to the pre-service teachers’ academic, social, and financial needs, issues of communication and barriers imposed by distances emerged. Additionally, while collaborative bonds among the partner institutions facilitated the candidates’ training as effective teachers, the building of multi-institutional partnerships concurrently with the implementation phases caused participants and implementers stress.
IntroductionEducational improvement demands continuous change, but change is not always productive. Reflecting on the past and vision setting for the future helps chart a course for a more productive change process. Historians urge learning from history to guide future actions. Future goals can be fruitfully shaped by understanding the history of an organization, as well as understanding all the components related to that history-the environment, the people, and the structures. The purpose of this article is to share the history of one Professional Development School (PDS) partnership in an effort to help others reflect, set visions, and move forward into a new educational future. The emergence, development, and continuation of this partnership was dependent upon finding ways to create a growth-oriented environment, nurturing all those within that environment, and then sustaining that culture as it continuously changed into something newer and even more exciting. The 25-year history of this unique collaborative effort will be shared through this perspective of organizational change.
A dis/raughr parenl calls ~ mlld ' 5 ir>Imer He!fd Start l eacher a nd lel/s h e r 0 1 1 M expt} rience 5h Q hlld !h6 owening belr>le allier son 's firs l gClllo 6Xp/ain 1""1 llie school bo.t we rt>cttivfK/I/>rough M>(jal """";';"5 IXI/y OOnialf>tNJ """ fOOIebooI<. 11m I COOkJn', ~11ord 10 buy a second ()f)IJ y el. I'm IU> mlUi and IlmblJrrllSsoo 1/>,]1 I really don l ""re if my son """"!/OM 10 SCfIooDf. I k""'" I'm nor!JOl'lll _ T/Ii$ IUdHH _ _ 1 ""relJl>ool mB or my ~ ,,. ""'Y)'OO t1irI .• Thrs may no! be an isolllted Ino::kIem. "The lad lac! i61hal '" many IIlSlances parents donl I", as l we ' " alxm" ItIem in school" according 10 Anthony Galg ... pnt PfnOdll'l1t 01 ttIa NationIII EducatJon ASaociatoon (Education Oaiy. 199<1). Y"'. _ 5 lhal help fam,1iM leel 10 " C he end """" them_1o inprove learr.ng at _ life ~ 10 have ""'"' $Uppor\ /rom parems and mora.....,..y mDlrvaled studemS (Epst~ 1991). Mary D e L ueele I s a n A n lSlan l Prof essor an d Coord ina to r o f Ea ll y C h ildhood Educ at ion in th e Sc h ool 0 1 Family Studies and H uman Services , College o t Hum a n Eco tO'ilY a l Kansa. Sla l e University. Sally Yahnke is an Asslslanl ProtesSOf of Family and Consumer Sciences EducaUon In lhe Department of S e con d ary Ed u cation , Coll e 'ile 0 1 Ed u eatlon at Kansas Stale Universily. J a n ice R. Wissman is Assoclale Professor and Assoc ia te C ean 01 t he College of Educ a tion al Kan sas State Un iversity.
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