The current correctional education model provides educational access for students enrolled in educational programming. Nevertheless, some scholars argue that correctional education programming and teacher pedagogical practices do not align with the specific academic and emotional needs of the correctional education adult student population. In…

Across the nation, nearly all teachers can expect to have EL students in their classrooms. The challenges of teaching ELs students are particularly acute in the nation's secondary schools. There is evidence to suggest that the lack of preparation to teach ELs is generally weak, but even more so for secondary teachers. We analyze data from a survey…

This article explores how one specially prepared, accomplished teacher managed dilemmas that arose as she worked to enact responsive language arts instruction with English Learners in a policy context that privileged high-stakes accountability and standardization. Drawing on sociocultural learning theory, the article illustrates how the teacher's…

Developing teaching practices that meet the needs of Second Language Learners (SLL) calls for models of apprenticeship in which teacher candidates acquire competency on how to create learning spaces where students discover, experience and construct knowledge rather than solely practicing skills. The aforesaid argument has an implication when…

It is predicted that Hispanic school-aged children will outnumber non-Hispanic white students in public schools by 2050 (Wolf, Herman, & Dietel, 2010). While the number of Latino English language learners (ELLs) continues to grow, their educational achievement remains problematic. Data reveal that ELL dropout, mobility, and poverty rates are…

To add to the evidence base on effective strategies for teaching English language learner students, the 2006-2011 REL West at WestEd conducted a rigorous study, using an intent-to-treat model, of the impact on middle grades student achievement of offering teachers the opportunity to participate in a teacher professional development program. The…

This article argues that economic exclusion, standardized testing, and racially biased definitions of teacher quality continue the exclusion of teachers of color from the urban teaching force. The authors highlight two urban programs designed to address such barriers and situate such efforts within a critical race theory framework that identifies…

This paper makes a fundamentally simple line of empirically supported argumentation. The increasing demands for high level student learning can best be achieved by the use of the substantive research evidence of the past decade demonstrating that developmentally oriented instruction facilitates academic, behavioral, and social performance. Most…

This paper considers a set of research and assessment strategies used to evaluate programme outcomes in the Stanford Teacher Education Programme (STEP) during a period of programme redesign over 10 years. These strategies include surveys and interviews of students' perceptions of programme elements and their own preparedness, observations of their…

Teacher education has struggled to better prepare beginning teachers for an increasingly diverse student population. This research examines the role that cooperating teachers play in developing multicultural/equity pedagogy knowledge and skills among student teachers. Five cooperating teachers working in California, USA, each of whom had extensive…

For the past decade, students at California State University (CSU) campuses increasingly lack basic mathematics skills. To address this concern, Executive Order No. 665 (1998) called for CSU campuses to bring students to proficiency in mathematics. School districts have struggled to modify their mathematics curriculum, pedagogy, and assessment in…

This study explored beginning special education teacher quality and the role that knowledge and skill for teaching reading plays in defining quality. The authors examined the relationship between beginning teachers' knowledge for teaching reading and their classroom practices during reading instruction and, further, relationships between classroom…

In a recent report, EdSource examines how Californians' concern for teacher quality has created new tensions. The desire for stronger accountability and better teacher evaluation standards can compete (when allocating time, attention, and money) with the need for higher quality professional development. Accountability and teacher skills are…

The passage of the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA), as well as the increased numbers of students with disabilities being educated part or full time in general education classes, create significant challenges for teacher preparation programs for both special and general education teachers. In response to…

A growing number of American students are nonnative English speakers. These students are vulnerable to early school exit and schools are facing more and more such students each year. Presently, about 56% of all public school teachers in the United States have at least one English language learner (ELL) student in their class, but less than 20% of…