When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant…

Following entry into the workforce, there are limited opportunities for new graduate teachers to engage in critically reflective activities about their educative practice. In an increasingly complex and challenging profession, the need for teachers, administrators and school systems to become involved in professional development activities is ever…

To help preservice teachers learn about teaching with technology--specifically, technological pedagogical content knowledge (TPACK)--the researchers designed and implemented a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling in this study. Using qualitative research methods, the researchers investigated…

This paper introduces the design for a study to investigate application of a cognitive apprenticeship approach to preservice teacher education. The research will be informed by and build upon the findings of a previous Master of Education dissertation. In particular, the study seeks to investigate answers to the following research question: To…

This study was conducted to examine teachers' knowledge of teaching mathematics and writing to diverse learners, and knowledge changes that occur over time, particularly during and after formal teacher education programs. Commonplaces of teaching were articulated as subject matter, learners, learning, and context. Three measurement instruments…