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This chapter reports on a university short-term study abroad immersion experience in Costa Rica for preservice teachers. Qualitative data from instructors' field notes and participants' photo blogs, exit interviews, and formal course evaluations were analyzed for evidence of expressions of empathy for English Learners (ELs), resolve to use effective teaching strategies with ELs, personal growth and cross-cultural awareness. Findings show that participants demonstrated empathy that was linked to personal and professional growth as a future teacher. The course's design strategically causing authentic physical and emotional struggles similar to ELs' with purposefully facilitated reflection time to address feelings and experiences was effective in achieving overall course goals.

The Spelling in Parts strategy can enhance children's ability to spell and decode multisyllabic words. The strategy, which can be taught in any systematic spelling program, combines phonemic awareness, the study of common orthographic patterns, visualization, and recognition of morphemic units such as roots, prefixes, and suffixes. The authors provide several classroom scenarios to illustrate this teaching and learning technique.

Scientists understand that scientific ideas are subject to change and improvement. Fourth- through eighth- graders develop this understanding about the nature of science as they gather and examine fossil evidence from the Paleozoic era, record their findings, and read and write about science for authentic purposes as scientists do. Students recognize the tentative nature of science and experience differences in interpretation of evidence. Students also learn that scientists use writing and sketching as tools of inquiry.

This article examines the influence of the No Child Left Behind Act on the decision making of rural principals and teachers about curriculum and instruction as well as the possible long-term effects on rural education. Data were gathered from 101 rural elementary school principals in Missouri and 76 rural elementary school teachers in Maine. Missouri principals were concerned about losing their autonomy and abilities to be instructional leaders. Maine teachers reported that NCLB benefited some groups of students more than others and that it has a negative effect on student motivation. There were significant changes in instructional time for some subjects and non-instructional time for recess and kindergarten nap time. The most important influence on principals’ educational vision for the future and the need for professional development was meeting AYP and raising test scores.

Basal readers dominate reading instruction in most classrooms across the country. In fact, considering the central role of basal readers in the classroom, the selection of a basal reader represents the selection of a reading curriculum in most American schools. And, because textbook companies publish what school districts and states choose to buy, textbook selection directly influences the quality of basal readers. Operating properly, textbook selection should contribute to the improvement of reading instruction. However, major weaknesses are evident in the process of basal reader selection by states and school districts: Decisions on basal reader selection are often based on peripheral or insignificant criteria; members of selection committees frequently are handicapped by lack of time, training, and direction; selection decisions often do not reflect philosophies about the teaching of reading; publishers and influential committee members often wield disproportionate power to influence decisions; and, st...