Department of Teaching, Learning and Teacher Education


Date of this Version



Published in Action in Teacher Education 34 (2012), pp 41–54. DOI: 10.1080/01626620.2012.642287


Copyright © 2012 Association of Teacher Educators. Published by Routledge/Taylor & Francis. Used by permission.


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.