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This paper describes two teacher educators' practice of incorporating "jugyoun kenkyuu"--the Japanese lesson study approach--in teacher preparation programs. To ascertain the effectiveness of using this approach in undergraduate and graduate education programs, the authors conducted a research study among 17 undergraduate students and 51 graduate students. The results of this study showed that the lesson study approach is an effective tool for lesson planning, lesson presentation, and evaluation in both undergraduate and graduate contexts.

This article describes a collaborative self-study implemented to improve and refine three teacher educators' instructional practices to better assist their teacher candidates in developing culturally responsive pedagogy and becoming reflective practitioners. The self-study is situated in three theoretical frameworks: Banks's (2005) framework for multicultural education, Gay's (2000, 2002, 2010) framework for culturally responsive practice, and the four pillars of the Dominican tradition at Molloy College (Donovan, 2004). This work contributes to the expanding research base of reflection and diversity in teacher education and refines articulation of the methodology of self-study. Findings reveal a need to hone and deepen personal reflective approaches, examine empowerment through the process of self-study, and focus perspectives within the contexts of cultural understanding.

A comprehensive approach for integrating technology into a TESOL teacher preparation program is described. Ten specific ways to assure constructivist technology use in teacher education are highlighted. These techniques have been synthesized into a compact model with three pillars: (a) electronic assessment system (e-portfolios for individual assessment and program evaluation), (b) teacher candidates' technology-based course assignments and performances, and (c) Web-based instruction and communication. The authors claim that within this three-pronged model flexibility of implementation is key to success for preservice and in-service teachers.

This article discusses the combination of two professional development strategies--lesson study and the Sheltered Instruction Observation Protocol (SIOP)--which gave teachers in Freeport Public Schools, a district on Long Island, New York, new tools for improving instruction for ELLs in mainstream classrooms. The unique combination of the two models underscored the strengths of both in terms of teacher development and impact on student learning. As a result of this fusion, participating teachers collaboratively planned content-based lessons, observed each other teaching these lessons, discussed their observations, reflected on SIOP techniques and their impact on student learning, and prepared lesson study reports. The authors share the lessons learned from the implementation of the two professional development models linked by the common feature of engaging practicing teachers in collaborative inquiry to respond to the needs of ELLs.

The authors present findings from their four-year study of 225 cases in which students were sexually abused by teachers or other professional staff members. They believe that documenting the problem [...]

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The Common Core State Standards (CCSS) for English Language Arts and Literacy in JL History/Social Studies, Science, and Technical Subjects have necessitated reforms that include a shift in instructional strategies, including those related to questioning. Teachers must utilize questioning in the classroom that focuses on common language for curricular development and instructional purposes. Yet, the types of questions that teachers have learned in their respective teacher-preparation programs may not necessarily align with the CCSS, with different academic terms used in each content area. As a result, teachers may be confused by the various terms used to define questioning types and the overlaps that exist. In this article, the authors present an instructional grid for questioning that is streamlined to include common language supported by the CCSS for ELA/Literacy and can facilitate teachers' development of questions across the curriculum. [ABSTRACT FROM AUTHOR]

There is an increasing interest in how to differentiate between English language learners who experience language learning difficulties due to sociocultural, academic, or affective factors and those who demonstrate true learning disabilities. This case study is representative of the difficulty many teachers and administrators face as they try to determine whether or not a child who is an English language learner—and in the United States for a relatively short period of time—requires a referral for special education services. Utilizing the “Pre-Referral Data Collection Tool to Identify English Language Learners Who May Require Special Education Evaluations”, the authors recount the story of a 4th grade Haitian Creole speaking newly arrived child and his academic and language difficulties. The in-depth profile created by a team of concerned and committed educators informed their instructional decisions and impacted the pre-referral process. [ABSTRACT FROM AUTHOR]