Diane W. Kyle

Teacher Learning and ELL Reading Achievement in Sheltered Instruction Classrooms: Linking Professional Development to Student Development.

The increase in language minority students in U.S. schools has drawn attention to instructional models designed to assist these students. It is critical that literacy educators understand the potential of these models for literacy achievement. This study was designed to examine reading achievement of elementary English language learners in classrooms where teachers implemented a popular sheltered instruction model called SIOP (Echevarria, Vogt, & Short, 2004) compared with students of teachers who have not received instruction in the model. Through a mixed methods study linking professional development, teacher learning, and student achievement, researchers found significant differences in classrooms where the model was well-implemented. However, the differences come with qualifications, and the findings are critiqued in light of sociocultural theory and studies on professional development.

The Role of the Mentor Teacher: Insights, Challenges, and Implications.

(1999). The Role of the Mentor Teacher: Insights, Challenges, and Implications. Peabody Journal of Education: Vol. 74, No. 3-4, pp. 109-122.

Helping Preservice Teachers Learn to Use Teacher Effectiveness Research

Ross and Kyle provide teacher educators with a way of presenting and discussing teacher effectiveness research in the context of the teacher education curric ulum. The authors argue that it is im perative that preservice teachers de velop an ability to use and reflect on conflicting research findings. The read ing research and direct instruction studies serve as paradigmatic cases.

Los fondos de conocimiento de las familias como mediación de la enseñanza en los colegios rurales

Resumen El objetivo del estudio que se presenta en este artículo, fundamentado en la teoría sociocultural, es describir la relación entre la vida familiar y escolar de estudiantes de clases baja y trabajadora de zonas rurales de Kentucky, EEUU, y documentar como los profesores hacen uso de los “fondos de conocimiento” de las familias para establecer puntos de conexión directos entre la vida de los estudiantes y la instrucción en clase. Durante 4 años, dos investigadores siguieron a 30 niños de entre 5 y 9 años de edad distribuidos en cuatro clases entre parvulario, primero y segundo de primaria (P-2). Se utilizó un diseño cualitativo y técnicas etnográficas de observación, entrevista, reflexión individual y en grupo y análisis documental. El análisis se basó en la investigación interpretativa y el análisis de discurso. Los resultados sobre los patrones de enseñanza ilustran la variedad de formas a disposición de los profesores para establecer conexiones entre la casa y el colegio con objeto de estimular el desarrollo académico de los estudiantes. Los investigadores encontraron que unos profesores eran mejor que otros en la enseñanza de fondos de conocimiento y, en consecuencia, algunos estudiantes lograron menor éxito académico que otros. Los efectos de una enseñanza mala, mediocre o excelente y las experiencias del entorno de los niños están entrelazadas e influyen en su rendimiento escolar final., Se propone un modelo pedagógico en el que se ilustra un enfoque basado en los fondos de conocimiento, y el potencial de la teoría de Vygotski sobre el desarrollo de conceptos científicos mediado por los profesores y como prolongación de los conceptos espontáneos aprendidos a través de la experiencia.

Action research: Comments on current trends and future possibilities

In synthesizing the contributions to this theme issue, we have concluded that they convey three key messages about action research: (1) its purposes and applications differ widely; (2) despite these differences, certain trends echo across the writings; and (3) if developed appropriately, action research holds promises as an important facet of educational reform efforts. Our purpose in this concluding article is to comment on these broad issues, drawing as needed from the work and thoughts of the preceding authors.

Shifting Paradigms: Emerging Issues for Educational Policy and Practice.

Abstract Within the current national context of educational reform, educators are generating a new paradigm about teaching and learning. This shift is occurring as a consequence of rethinking nearly all aspects of schooling. The new paradigm is competing with, an older one. Time will tell whether or not the new one will replace the old one, but clearly they cannot coexist because they are so fundamentally different. The new paradigm is based on the latest research on cognitive developmental and constructivist theory, and the old paradigm is based on reductionist principles and behavioral theory. This article creates a framework for understanding the paradigm shift, describes how the shift applies to instructional practices, synthesizes several principles and indicators that can guide the observation of teaching, and discusses issues yet to be resolved.

Introduction to Clinical Partnerships in Teacher Education: Perspectives, Practices, and Outcomes

In this issue of the Peabody Journal of Education, we address the critical topic of clinical partnerships as transformative in preparing teachers for todays and tomorrows classrooms. This issue i...

Clinical Preparation of Teachers in the Context of a University-Wide Community Engagement Emphasis

In this article, we describe development of a clinical model of teacher education connected to a community engagement commitment of the university known as the Signature Partnership Initiative. The current clinical model builds upon previously established collaborations of the College of Education and Human Development with district and school partners to offer a more authentic, comprehensive, and systemic approach to preparing new teachers and supporting the continued learning of experienced teachers. The development and implementation of the clinical model in two elementary schools and one middle school have provided evidence of both benefits and challenges. The article provides three descriptive narratives that elaborate on these and offers insights about essential components and research possibilities needed for improving the quality and outcomes of university–school clinical partnerships for teacher education.