Date of this Version
Published in Action in Teacher Education 34 (2012), pp 41–54. DOI: 10.1080/01626620.2012.642287
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.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Elementary Education and Teaching Commons, Indigenous Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Secondary Education and Teaching Commons