Growing Effective CLD Teachers for Today's Classrooms of CLD Children

Abstract

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.

Opportunity to Teach: Push-In and Pull-Out Models of English Learner Instruction

“…Research on principals shows the continued need for more learning about ELLs. While school leaders nationwide are concerned about how to support ELLs' development and learning, many find this role especially challenging, for many can draw neither upon personal experience (Grosland, Gund, & Horsford, 2011;Lohfink, Morales, Shroyer, & Yahnke, 2012), nor professional preparation in the instruction of linguistically diverse students (Buysse, Castro, West, & Skinner, 2005;Gándara, Maxwell-Jolly, & Driscoll, 2005;Landa, 2011;Reyes, 2006;Suttmiller & Gonzá lez, 2006). Yet examples are emerging of how school leadership can make a tremendously positive impact on ELLs.…”

Examining the Place of English Language Learners Across the Teacher Education Curriculum

“…One approach has been to encourage bilingual candidates into the teaching profession. In their study of a successful teacher education program targeted for Latino/a teachers, Lohfink, Morales, Shroyer & Yahnke (2012) conclude that "recruitment of minority teacher candidates into teacher preparation programs who share similar social, cultural, and historical backgrounds with their students is…imperative" (p. 52). However, it is not easy to find cadres of teacher candidates who are representative of the local schools' linguistic and cultural heritages.…”

Can We Prepare Culturally and Linguistically Responsive Teachers Online? A Cross-Case Analysis of Online and On-Campus Courses

“…While some research shows that there are not significant differences between student learning online and face-to-face (Means, Toyama, Murphy, Bakia, & Jones, 2010; Zhao, Lei, Yan, Lai, & Tan, 2005), it is not yet clear that preparing teachers for the complex contextual and instructional demands of CLD education can be achieved online. Although the emerging research literature on multicultural distance education is showing positive results overall (Akintunde, 2006; Kitsantas & Talleyrand, 2005; Licona, 2011), there is scant research on CLD teacher preparation online, with the exception of a handful of studies on rural CLD teacher education that primarily describe the barriers to communication imposed by the distance among students and instructors (Lohfink, Morales, Shroyer, & Yahnke, 2012; Spezzini & Austin, 2011). This study addresses the gap in the research on preparing teachers online to work with CLD students in urban education settings, through a cross-case analysis of an online and on-campus course that adopted the same semester-long assignment of a CLD Case Study.…”