Constance L. Walker

Prospective Teachers' Perceptions of Ethnic and Gender Differences in Academic Achievement

The purpose of this study was to examine the responses of teachers to statements concerning gender and ethnic disparity in academic achievement. The major result was that preservice teachers were most likely to attribute gender difference to Society and ethnic difference to the Ethnic-Cultur. Generaly the explanations were simplistic. Finally, the were statistically significant differences between elementary and secondary preservice teachers.

The Complexity of Immersion Education: Teachers Address the Issues

The purpose of this study was to enlist practitioners in language immersion programs in the identification and elaboration of issues and challenges in immersion language teaching. Through focus groups and extensive individual interviews, 6 elementary Spanish-language immersion teachers in 3 school settings (a suburban full-immersion school and 2 inner-city magnet programs—1 partial and 1 full immersion) served as informants. Five major themes emerged: the primacy of language, the balance between language and content, assessment, the spectrum of learners in immersion programs, and the sociopolitical context of immersion schooling. Within each of these themes, teachers described the particular challenges of immersion teaching and illuminated the complexity of immersion classrooms on a microlevel. In a complex setting where the learning of curricular content and second language acquisition are expected to develop concurrently, teachers are in a unique position to add to our knowledge of immersion schooling.

Preparing preservice teachers for english language learners: A content-based approach

Contents: S.J. Hudelson, Foreword. Preface. Part I: The Knowledge Base of Second Language Teacher Education. D.J. Tedick, Introduction. E. Tarone, D. Allwright, Second Language Teacher Learning and Student Second Language Learning: Shaping the Knowledge Base. D. Freeman, K.E. Johnson, Response to Tarone and Allwright. A. Scarino, Introspection and Retrospection as Windows on Teacher Knowledge, Values, and Ethical Dispositions. B. Johnston, F. Pawan, R. Mahan-Taylor, The Professional Development of Working ESL/EFL Teachers: A Pilot Study. D. Freeman, K.E. Johnson, Toward Linking Teacher Knowledge and Student Learning. Part II: Contexts of Second Language Teacher Education. D.J. Tedick, Introduction. E. Shohamy, The Power of Tests Over Teachers: The Power of Teachers Over Tests. S. Hiramatsu, Contexts and Policy Reform: A Case Study of EFL Teaching in High School in Japan. H. Byrnes, Toward a Comprehensive Conceptualization of Teaching Assistant Education: Contents, Commitments, Structures. L. Poynor, A Conscious and Deliberate Intervention: The Influence of Language Teacher Education. Part III: Collaborations in Second Language Teacher Education. D.J. Tedick, Introduction. J. Edge, Build It and They Will Come: Realising Values in ESOL Teacher Education. L.C.Smith, The Impact of Action Research on Teacher Collaboration and Professional Growth. S. Cormany, C. Maynor, J. Kalnin, Developing Self, Developing Curriculum, and Developing Theory: Researchers in Residence at Patrick Henry Professional Practice School. N.E. Dubetz, Improving ESL Instruction in a Bilingual Program Through Collaborative, Inquiry-Based Professional Development. Part IV: Second Language Teacher Education in Practice. D.J. Tedick, Introduction. M.A. Snow, Key Themes in TESOL MA Teacher Education. N. Cloud, The Dialogic Process of Capturing and Building Teacher Practical Knowledge in Dual Language Programs. T. Erben, Teacher Education Through Immersion and Immersion Teacher Education: An Australian Case. M. Bigelow, D.J. Tedick, Combining Foreign and Second Language Teacher Education: Rewards and Challenges. C.L. Walker, S. Ranney, T.W. Fortune, Preparing Preservice Teachers for English Language Learners: A Content-Based Approach.

The Status of Hispanic American Students in Science: Attitudes

This study examined attitudes towards science among Hispanic American students in schools that participated in the National Assessment of Educational Progress over the past three testing periods. Examining four areas of attitudes with three age levels-elementary, junior high, and senior high schoolthe results for Hispanic students were compared with attitudes toward science of white and black students of the same age levels. Results indicated variations in attitude among ethnic minority students, both males and females, toward science classes, science teachers, careers in science, and the value of science. Interesting changes were observed over the testing periods, with minority students showing continual increase in positive attitudes. Attitudes toward science can be expected to influence course and career choice, yet other explanations for barriers facing minority students must be considered when attitudes cannot be identified as a primary factor preventing participation in science.

Bilingual and ESL Classrooms: Teaching in Multicultural Contexts Carlos J. Ovando and Virginia P. Collier

Bilingualism Through Schooling: Cross-Cultural Education for Minority and Majority Students: Arnulfo G. Ramirez The TESOL Quarterly welcomes evaluative reviews of publications of relevance to TESOL professionals. In addition to textbooks and reference materials, these include computer and video software, testing instruments, and other forms of nonprint materials.