Insight for Teacher Preparation Program Administrators: Enhancing Pre-service Educators’ Intercultural Sensitivity and Deep Proficiency in Culturally Responsive Teaching through Short-term Study Abroad

Teacher preparation program administrators face the issue of expanding curricula to prepare teacher candidates for the diverse population of students they will encounter (Trent, Kea, Oh, 2008). Globalization demands that teacher candidates grasp how to function in a more integrated and interdependent society (McGrew, 2005). According to Smith-Davis (2004) students from non-English speaking countries compose the fastest growing United States K-12 student population, and those identified as limited English proficient were over 10 million in 2004. The United States Census reported in the \u27\u27New Census Bureau Report the number of individuals five and older who speak languages other than English at home more than doubled in the past three decades (2010). If teacher preparation program leaders fail to prepare future educators with the dispositions, knowledge, and skills necessary to meet the needs of the nation\u27s school population, the national security and economic development may be hindered, and the position of the United States in the world community may be challenged (Zanh, 2011). Teacher preparation program leaders are faced with how to strengthen teacher candidates\u27 level of intercultural sensitivity and to prepare them to implement culturally responsive pedagogy through course content and other activities (Lin, Lake, & Rice, 2008, p. 188). Integrating multicultural education throughout all courses instead of adding a stand-alone course dedicated to cultural awareness and instruction is one manner to enhance candidates\u27 level of intercultural sensitivity, and this means is supported by many researchers (Cochran-Smith, Davis, & Fries, 2004). Another way to heighten intercultural sensitivity and gain skill in delivering culturally-responsive teaching strategies is through cross-cultural experiences (Foster, 1995; Gay, 2000; McAllister & Irving, 2002; Nieto, 2006). One such cross-cultural experience that deans, department heads, and faculty may explore is short-term study abroad. Short-term study abroad is more affordable and attractive to university students who cannot or will not commit to a semester or yearlong study abroad experience (Donnelly-Smith, 2009). As defined by Donnelly-Smith (2009), short-term study abroad experiences are those where students participate for fewer than eight weeks. These experiences have the potential of positively impacting teacher candidates\u27 intercultural sensitivity (Lawton et al., 2006). DonnellySmith stated that little formal research was displayed in the literature that described study abroad outcomes (2009). The purpose of this paper is to reveal how a short-term study abroad experience affected teacher candidates from a Texas regional university, and thus enhanced their intercultural sensitivity and deepened their knowledge and skill in culturally-responsive teaching strategies. This study was unique from other studies presented in the literature because the focus was how another country implements early childhood education and prepares future teachers. Teacher candidates were afforded an opportunity to compare Italy\u27s early childhood education system to the system they were more familiar with in the United States

Collaboration and Connections: Investigating the Use of Teacher Candidate-Created Protocols to Connect Research to Classroom Practice in an Educator Preparation Program

This study investigated the effects of using teacher candidate-created observation protocols based on current research on classroom practices to connect research to practice. The study examined the extent to which mentor teachers modeled current research-based practices as measured by the protocols and explored the frequency with which the practices were observed. Findings indicated that teacher candidates had a positive experience applying research to practice, that utilization of the protocols created an awareness of best practices being used, and the importance of individualizing the practices to meet student needs. Individualization of utilization based on mentor teacher personalities was also observed and many practices the teacher candidates selected were utilized in the mentor classrooms, particularly in the areas of lesson planning and reading instruction

Navigating the Waters of Accreditation: Best Practices, Challenges, and Lessons Learned From One Institution

In higher education, as many as 50% of educator preparation programs (EPPs) look to a national accreditation agency as one way to provide evidence of the rigor and quality of their programs. Although a large number of EPPs find value in the self-study and external review that come with the national accreditation process, the process itself can be daunting and time-consuming. Many look to the literature or to the accreditation experiences provided by other institutions as a means to assist their own accreditation journey. The purpose of this article is to discuss one regional, comprehensive EPP’s experiences with national accreditation, having recently undergone a site visit from the National Council for Accreditation of Teacher Education. In this article, best practices from the literature will be addressed as will the challenges faced and lessons learned by the EPP

The Effectiveness of Shared Reading Interventions with Families of Hispanic Prekindergarten Students

The purpose of this study was to examine the effects of parent or caregiver shared-reading interventions on Hispanic prekindergarten students’ language and literacy scores. In addition, this study investigated the effects of shared reading interventions on Spanish-speaking parents’ home literacy behaviors with their children. Teacher perceptions regarding the effectiveness of the intervention were also examined. The present mixed-methods study was similar to research conducted by Jiménez, Fillipini, & Gerber (2006) and Whitehurst, Falco, Lonigan, Fischel, DeBaryshe, Valdez- Manchaca, & Caulfield (1988) in that shared reading strategies were conducted with parents or caregivers and their children. Differing from previous research, the current study utilized an experimental pretest-posttest control group design, sessions were conducted over a 20-week period, students’ language and literacy scores were examined in both English and Spanish, and Hispanic preschool children and their parents or caregivers served as participants. Statistically significant results were found in students’ oral language scores in English and Spanish. The treatment group scored higher in both languages. Statistically significant results were also found in several aspects of parent or caregiver home literacy behaviors. Parents or caregivers in the treatment group reported reading more to their children in both English and Spanish. The treatment group also reported reading with greater frequency and for greater periods of time with their children. Additionally, children in the treatment group asked to be read to more often and possessed a greater enjoyment for being read to during sessions. Finally, parents or caregivers in the treatment group indicated that they held a greater enjoyment for reading, at the end of the intervention. Teachers in the study perceived the program to be a success and attributed positive changes within the parents or caregivers and children to the intervention

Navigating the Waters of Accreditation

In higher education, as many as 50% of educator preparation programs (EPPs) look to a national accreditation agency as one way to provide evidence of the rigor and quality of their programs. Although a large number of EPPs find value in the self-study and external review that come with the national accreditation process, the process itself can be daunting and time-consuming. Many look to the literature or to the accreditation experiences provided by other institutions as a means to assist their own accreditation journey. The purpose of this article is to discuss one regional, comprehensive EPP’s experiences with national accreditation, having recently undergone a site visit from the National Council for Accreditation of Teacher Education. In this article, best practices from the literature will be addressed as will the challenges faced and lessons learned by the EPP

Hyaluronan levels are increased systemically in human type 2 but not type 1 diabetes independently of glycemic control

Hyaluronan (HA), an extracellular matrix glycosaminoglycan, is implicated in the pathogenesis of both type 1 diabetes (T1D) as well as type 2 diabetes (T2D) and has been postulated to be increased in these diseases due to hyperglycemia. We have examined the serum and tissue distribution of HA in human subjects with T1D and T2D and in mouse models of these diseases and evaluated the relationship between HA levels and glycemic control. We found that serum HA levels are increased in T2D but not T1D independently of hemoglobin-A1c, C-peptide, body mass index, or time since diabetes diagnosis. HA is likewise increased in skeletal muscle in T2D subjects relative to non-diabetic controls. Analogous increases in serum and muscle HA are seen in diabetic db/db mice (T2D), but not in diabetic DORmO mice (T1D). Diabetes induced by the β-cell toxin streptozotozin (STZ) lead to an increase in blood glucose but not to an increase in serum HA. These data indicate that HA levels are increased in multiple tissue compartments in T2D but not T1D independently of glycemic control. Given that T2D but not T1D is associated with systemic inflammation, these patterns are consistent with inflammatory factors and not hyperglycemia driving increased HA. Serum HA may have value as a biomarker of systemic inflammation in T2D