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In this manuscript, we discuss the unique characteristics of critical bicultural-bilingual pedagogues. A sociocultural transformative framework anchors the notion of critical bicultural-bilingual pedagogues and builds on my own as well the work of other scholars. There are two overarching themes that are considered regarding critical bicultural-bilingual pedagogues: the embodiment of positive ethnic/cultural identity and critical consciousness -- son concientizadas; and the enactment of Critical Bicultural-Bilingual Transformative Pedagogy. Testimonios of critical bicultural-bilingual pedagogues are provided to demonstrate how they engage in their work to ensure the success of bilingual learners. Testimonies are reflective of our oral traditions and are a liberatory act heightening our concientización. We suggest that critical bicultural-bilingual pedagogues are essential in the implementation of the bilingual education program, regardless of the program delivery type.

As an alternative to experimental design, using a social design experiment methodology, we analyzed the Academy for Teacher Excellence's "La Clase Mágica's" (LCM) Robotics Clubs, a university-school collaborative partnership. Given the scarcity of minority representation in the STEM fields (science, technology, engineering, and mathematics), we established robotics clubs to provide young learners, ages 5-14, with STEM opportunities to engage in playful informal learning that promotes creativity, mathematical, and scientific skills along with other forms of literacy. In this manuscript, we describe the learning process that occurs within the robotics clubs established at seven schools who serve large numbers of underserved-underrepresented populations. Multiple data sources include meeting notes, interviews, field notes, and focus groups. The use of multiple data sources, peer-review, and triangulation of the data assisted in establishing trustworthiness. We found that this community based expansive learning approach contributes to the mutual learning benefits of the different participants, learners (protégés) and undergraduate students (mentors).

This article highlights how the preservation of heritage languages is essential in the construction of three Georgia Latina participants' cultural identities and the creation of support networks that allow them to develop resiliency and achieve academically. We conceptualize resiliency as a strategy developed by the Latina participants using contextually mitigating factors during their STEM education. The findings presented in this manuscript are part of a larger, ongoing study of Latina resiliency and their paths to success in STEM fields in two states: Georgia and Texas. Following James Spradley's guidelines, data were collected via three separate semi-structured interviews with each participant. Intrinsic, multiple case studies were used to find both commonalities and differences, as well as to deepen our understanding of the role of the participants' heritage language in their development of resiliency in each particular case. The findings presented here were not part of a preconceived research hypothesis, but rather a theme that emerged while analyzing data collected in the state of Georgia. Georgia is not home to a long-established Hispanic/Latino population, but rather is part of the New Latino Diaspora (Wortham, Murillo and Hamann in Education in the new Latino diaspora: policy and the politics of identity. Ablex Publishing, New York, 2002), and therefore local natives do not necessarily perceive Latino immigrants and the Spanish language either as long-standing or permanent features of the state. In fact, in response to the growing diversity of the state during the past generation, Georgia has implemented multiple educational policies hostile toward immigrants and linguistic diversity (Beck and Allexsaht-Snider in Education in the new Latino diaspora: policy and the politics of identity. Ablex Press, Westport, 2002). Our findings suggest that the Latina participants' heritage languages allow them to engage in cultural traditions, encouraged by their families, that are central to their heritage and identity and, thereby provide a medium for the development of the resiliency they need for academic success. The Spanish language allows them to maintain communication with their families and communities, enabling them to participate in a set of interactions and relationships. These, in turn, form the support networks needed to enact resilience in overcoming obstacles to pursuing their interest in STEM--an interest seen by society as incongruous with their gender and ethnicity.

Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts' yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed. (Contains 1 figure, 4 tables, 1 footnote.)

Background: A federally-funded program at the University of Texas at San Antonio adopted a holistic problem solving mentoring approach for novice teachers participating in an accelerated teacher certification program. Aims/focus of discussion: To investigate a novice teacher's problem-solving activity through self-expression of challenges and management of identified problems. Of interest was the level of novice teacher detail provided to explore specific problems, goals, and completion of developed resolution plans. The LIBRE Model, developed as a clinical tool, was used to facilitate "self-talk," and personal self-attention to concerns expressed within the person's "worldview" of social context. Sample: One novice teacher in her induction year participated in this study. The information collected included her expressed: self-awareness, social expectations, skills, facility in processing identified challenges and willingness to invest in change. Method: Three mentor facilitated novice teacher problem-solving sessions were conducted. With each session, a problem-solving exercise occured, which included the development of a resolution plan. Only the novice teacher's words and plans were recorded. This holistic approach was designed to capture the individual's tailored, supported, and transitional changes from novice to more experienced teacher. The sustainability of the teacher's self-managed changes was evident with the fourth problem solving activity which was completed independent of the mentor. Results: Teacher and mentor feedback are presented. The value of monitoring teacher self-awareness and self-managed change are discussed as elements of the structured mentor-mentee communication. Conclusion: Diagnostic/intervention tools such as the LIBRE Model introduced during the beginning teaching experience provide key information about the individual in terms of self-exploration, problem solving, and decision-making. As evidenced in the case study, the novice teacher found an approach based on her self-reflection and personal strengths, which increased her sense of self-efficacy and professional self-confidence. (Contains 3 tables.)

This test review aims to provide a critical evaluation of the English Language Proficiency Assessment for the 21st Century (ELPA 21), a large-scale, standards-based English language proficiency testcurrently used in eight participating member states. The ELPA 21 assessment system was developed by a consortium to help English language learner (ELL) students acquire the academic English language required for accessing content knowledge so they are prepared for college and career. The ELPA 21 assessments are administered fully online. It includes a screener assessment and a summative assessment for ELL students from kindergarten to twelfth grade. The ELPA 21 summative and screener tests were officially launched in the spring of 2016 and in the fall of 2016, respectively. The results are used to determine placement in English language services and reclassification of ELL students, measure ELL students' progress in English language development, and design professional development and formative assessments. Based on the documents and practice items available online, the ELPA 21 test appears to be a useful instrument for evaluating and supporting ELL students' English language development. However, possibly because of its newness, publicly available materials about its validation research are limited. The lack of published validation research casts some doubts on the test's quality. When the research results, along with any updated information are available, a follow-up review would be necessary to ensure that the ELPA 21 test is serving ELL students properly.

The Academy for Teacher Excellence (ATE) at the University of Texas at San Antonio and San Antonio College is proposed as a comprehensive model whose overarching goals include: (1) creating a learning ecology that values diversity and prepares teacher candidates for work in diverse communities; (2) increasing the number of Latino students pursuing teacher certification; and (3) preparing all teachers for linguistically and culturally diverse populations. ATE's ultimate outcome is to assure that diverse school populations have equitable opportunities for school success. These goals are addressed through five critical components: Teacher Academy Learning Community, Faculty Development, Faculty Research, School Partnerships, and Induction Support. Essentially, all these components form a cohesive, comprehensive model that teacher preparation institutions can adopt to further enhance the learning ecology for both teacher candidates and their future students. In this paper, the authors exclusively examine the Teacher Academy Learning Community (ATE-TALC). (Contains 1 figure, 1 table and 1 note.)

Teacher beliefs are mediated and lived in the dialectic of teacher education and teacher practice. We reframe this dialectic of "teacher" preparation as "faculty" preparation, as many faculty are not prepared for the rigors of teaching, and most are not trained in the ethics of their profession. We propose a critical model of faculty development that primes teacher educators to cultivate authentic teacher beliefs and professional integrity. The model embraces five components that: 1) situate faculty development in professional and ethical standards; 2) align faculty diversity competencies with the institutional mission; 3) embrace guiding principles for undergraduate education; 4) contextualize faculty development; and 5) challenge through reflective discourse. (Contains 1 figure.)

"Los testimonios," or life stories, shared in this volume reveal that academia represents a labyrinth of challenges for aspiring and emerging Latina scholars--a story these authors know all too well. As Latina "veterana" scholars, who have traveled this arduous journey, the authors recognize that their collective efforts have etched a pathway in what often seems an impenetrable and unfriendly terrain. The intent of this article is to offer words of inspiration for those who will follow. They share their story, their "consejos," their advice, and their "sabiduria," their wisdom, in hope of a better tomorrow.

Professional development, which results in sustained transformative change, requires that teachers engage in critical reflection regarding teaching practices. In this study, a group of five bilingual and generalist early childhood teachers engaged in a journey in which they elected to try to reconstruct their beliefs and practices about teaching and learning. In response to a school district's needs, these teachers were enrolled as a cohort in an early childhood graduate program that served as part of their professional development endeavor. The teachers used reflection and ongoing dialogue that bridged theory and practice as they raised questions about their daily practices in relation to theoretical perspectives. We provide a glimpse of these teachers' ongoing transformative journeys and provide suggestions for early childhood teachers to engage in sustained professional development.

This case study discusses how educational entities collaborate in meaningful ways to address teaching force representation and shortages in critical fields for diverse populations in urban education settings. The authors examined how the role of a federally funded program, Academy for Teacher Excellence (ATE), at a Hispanic Serving Institution in Texas is creating preschool through university level (P-20) collaborative partnerships with various community stakeholders to enhance college access for minorities, specifically Latino students pursuing the teaching profession. Constant comparison analysis of the data uncovered the following themes: (a) Building Relationships and Dialoguing across Partners, (b) Communicating Information and Outreach, and (c) Networking and Leveraging Resources. Together, these foster a collaborative partnership among entities with the intention of maximizing synergy and supporting the access, recruitment, and education of Latino teacher candidates who will become culturally efficacious teachers of all students, but specifically for the growing number of Latino students in urban areas.

This is a preliminary analysis of The Academy for Teacher Excellence (ATE) induction support provided through the Teacher Academy Induction Learning Community (TAILC). In response to current US teacher attrition rates, ATE-TAILC's primary objective is to retain teachers in the classroom and provide support to ensure they are fully prepared to meet the needs of culturally and linguistically diverse students. In this manuscript, we will share the TAILC component as a support structure for teacher candidates/interns during the apprenticeship period, which commences while obtaining certification requirements and continues during/through their first years of teaching. Data were collected vis a vis surveys, individual and group interviews, and induction mentors' classroom observations. Qualitative methods were used to analyze the data. We describe and discuss effective services and professional development activities provided to 69 novice teachers. We concluded that effective teacher induction support assists novice teachers through their zone of proximal development in becoming members of a community of practice.

Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. Using cultural responsivity and classroom management theories as the theoretical framework, the authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions. Evidence for reliability and validity was established. Factor analysis supported the five proposed dimensions, with the identification of an additional dimension: sociocomfort. (Contains 1 table.)

This study contends that multiple psychosocial factors mediate students' pursuit of the teaching profession, including beliefs, ethnic identity, acculturation, efficacy, and motivation. Despite the myriad literature addressing teacher characteristics, less is known about how these factors influence the academic or personal development of teacher candidates preparing to teach in diverse classrooms. The authors examined the psychometric properties of the Academic Self-Identity: Self-Observation Yearly (ASI SOY), specifically developed to measure teacher candidates' psychosocial characteristics. A total of 670 ASI SOY inventories were collected from teacher candidates attending a Hispanic-serving institution. It was found that the ASI SOY is reliable and valid for measuring four out of five proposed constructs. ASI SOY may be useful in identifying the academic, personal, and professional development characteristics of teacher candidates. (Contains 2 tables.)

This study identified Mexican immigrant and Mexican American families' common values and beliefs about preschoolers' socioemotional development in a low-income urban school, which offers a dual language program in South Texas. Approximately 65 families participated in the Family Institute for Early Literacy Development (FIELD), which focused on the social skills expected from children as they enter public preschools. Findings show five socioemotional values within the home that are aligned with research based prosocial behaviors needed for school readiness. Thus, findings imply the importance of supporting preschoolers' social development in school through funds of knowledge. (Contains 1 figure.)

This article describes the significance of 3 entities--the family, the school, and the university--working together to assist young Latino children succeed in school. In an effort to increase parental and teacher communication regarding school expectations, the Family Institute for Early Literacy Development was created. It uses principles of funds of knowledge as well as the ecological systems theory. Findings indicate that this type of collaboration promotes positive interactions and helps to decrease teacher candidates' and teachers' deficit-thinking beliefs regarding parental involvement in children's education. (Contains 1 footnote.)

With the increase of Latino preschoolers, it is pressing that early childhood teachers are prepared to create a high quality environment in which all children can succeed. Using the frameworks of cultural responsiveness and classroom management, we developed the Early Childhood Ecology Scale (ECES) as an observational and reflective tool to examine teacher candidates' notions of classroom ecology. We proposed five dimensions: sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical. Reliability and factor indices supported four of the five proposed dimensions. Mean differences are noted between the self-assessment and observational results. (Contains 3 tables.)

This study examined acculturation among Latino bilingual education teacher candidates to identify psychosocial distinctions among 3 identified groups: 1st-generation college students, 2nd-generation paraprofessionals, and immigrant "normalistas" (normal school foreign-trained teachers). Using acculturation scales, we observed overall group and between-group differences. Post hoc group differences showed variations for groups toward affiliation, individual and collective agency, and family values. Explored are implications for teacher preparation programs as well as important considerations for the recruitment and preparation of diverse Spanish- and non-Spanish-speaking Latinos. (Contains 7 tables.)

Building on the home cultural practices related to science can facilitate scientific literacy development of preschoolers. Using a sociocognitive and sociocultural approach and "funds of knowledge" as a theoretical framework, this article describes how Mexican American parents and young children identified the science concepts and knowledge learned from common activities found in their homes through the Family Institute for Early Literacy Development. Science skills and concepts were found in many activities related to Mexican American cultural practices such as gardening, cooking and home remedies. Parents were informed of the type of scientific readiness knowledge that schools expect children to bring from home, and in turn parents were able to explain to their children those concepts during the institute and at home. The success of the institute is founded on the opportunity given to parents to understand and implement school expectations for their young children. (Contains 7 figures.)

The K-12 population has increased dramatically over the past 20 years with regard to cultural and linguistic diversity, thereby creating a critical need to prepare teachers for this diversity. This study conducted an analysis of teacher characteristics vis-a-vis their attitudinal beliefs about language-minority students. Using multivariate analysis, teachers' attitudinal beliefs about ELLs in academic settings were compared to teachers' ethnicity, linguistic proficiencies, number of minority students in class, and the amount of diversity preparation. Data for this study were gathered on 564 teachers using a 34-item survey. Findings suggest that attitudes are influenced by multiple factors to varying degrees, and all teachers regardless of ethnicity need to have exposure to diversity issues. Finally, findings suggest that the amount of diversity preparation, purposeful experiences with ELLs, and some degree of bilingualism may result in more positive attitudinal beliefs about language-minority students. (Contains 1 endnote and 8 tables.)

Our schools see increasing numbers of students who reflect the wide diversity of this country's population, but too often these differences--culture, language, socioeconomic backgrounds, ethnicity are viewed from negative or deficit perspectives when they are, in fact, the cultural capital that enriches discussion, broadens viewpoints, and encourages appreciation of difference. The authors examine the different lenses that define culture and identity, discuss the concept of "borderlands" and negotiation of unfamiliar cultures, and the role of the teacher in establishing a climate of openness or perpetuating the status quo.

This article presents a study of preservice teachers' attitudes to language diversity. Using a modified version of the Language Attitude for Teachers Scale (Byrnes & Kiger, 1994), we surveyed preservice teachers (N = 518) before their multicultural education course. The pilot study sample included White college students and Mexican American college students with different degrees of bilinguality and varying age groups. Analysis showed that ethnicity, bilingualism, and the interaction of birthplace and ethnicity, as well as the interaction of birthplace, age, and bilingualism, may mediate attitudes toward linguistically and culturally diverse populations. Findings, however, revealed only moderate positive attitudes across all ethnic groups. For this reason, teacher educators should not assume that benefits from language and cultural diversity training are limited to White students only. (Contains 8 tables.)

Schubert (1986) juxtaposes curriculum's role in creating a just society. Yet despite educational reform, a monolithic curriculum has continued to dominate school systems in an attempt to create a national identity. Perhaps Schubert's question can be answered by changing the type of curriculum offered to students. The type of curriculum that can create a just society is one that accepts the notion of maintaining diversity within unity. A multicultural teacher education curriculum is offered as a mechanism to prepare teacher candidates for diverse communities. In this article, we recommend that teacher candidates be well prepared for diverse communities by building the following core competencies: academic/content knowledge, pedagogical knowledge, cultural knowledge, and heuristic knowledge.

Prior to entering a U.S. bilingual teacher preparation program, Mexican teachers ("normalistas") were assessed regarding their ethnic identity, self-conceptualization, and teaching efficacy. The findings indicated that normalistas' ethnic identity is tied to country of origin, rather than their adopted country. Five salient conceptualization factors were identified: personality ("caracter"), interests, occupational activity, interpersonal style, and moral worth. The multivariate regression analysis of self-concept and teacher efficacy constructs showed that the participants' view of self, specifically character, and moral worth may affect their teacher efficacy (p [is less than] .05). Researchers suggest that teacher preparation programs focus on the development and enhancement of normalistas' sociopolitical awareness to ensure understanding of U.S. language minority students' educational needs.

A case study examined a Texas bilingual teacher education program that recruited local paraprofessionals and Mexican teachers (normalistas). Interviews, writing samples, and observations of seven students revealed that normalistas were open to seeing merit in U.S. educational methods, while paraprofessionals began to question the deficit model pervasive in the schools in which they had worked. (Contains 49 references.) (TD)

Surveys of 176 bilingual preK-5 teachers in San Antonio (Texas) schools investigated bilingual teachers' beliefs about the nature of knowledge and the influence of those beliefs on teaching practices. Respondents had specific beliefs about how bilingual children learn, and their beliefs were influenced by prior experiences, especially professional teaching experiences. (Contains 79 references.) (Author/TD)

Investigated how Latina preservice teachers identified themselves ethnically, hypothesizing that positive ethnic identity would relate to positive self-conceptualization and student academic success. Survey data indicated that ethnic self-identification was an individualistic conception and was reflective of the heterogeneity found within the groups, though ethnic identity was not central to the respondents. (SM)

Ten preservice bilingual teachers went to Mexican elementary and junior high schools to gain a better understanding of immigrant students' needs. They gathered data on school structure, classroom interactions and management, and educational strategies. They found that Mexican children achieve despite disadvantaged conditions, immigrant students need a transition period, and bilingual teachers must understand immigrant students' prior educational experiences. (TD)

The mind rather than thriving on solitude is clearly dependent upon the reflection, renewal and trust inherent in sustained human relationships. (John-Steiner, 2000, p. 7) Los testimonios, or life stories, [...]

As she reflects on the question forming the title of this piece, the author begins with a premise--namely, that they became teacher educators because they are motivated to make a difference. They are committed to education, and they feel compelled to prepare the next generation of teachers. With the best of intentions, the author does not think that any one of them would settle for mediocrity or a reproduction of an oppressive educational system. Therefore, they must be willing to challenge themselves and awaken their "conscientizacion" (sociocultural consciousness a la Freire) through a process of dialogic discourse situated within social praxis, reflection, and political action. It is through this process that they can uncover, appraise, and reconstruct their long-held beliefs. To initiate this discourse, the author discusses several challenges throughout this essay.

The author examines the use of photographs of classrooms in a Mexican school as instructional aids. Topics include instructional snapshots, classroom strategies, and teacher retreats.

Analyzes the experiences of one Texas university with the integration of legally residing foreign-trained Mexican teachers in their bilingual teacher education program. The preliminary analysis reveals that a university can assist in the integration of foreign-trained teachers, but that thinking "out of the box" to alleviate the teacher shortage requires a dedicated effort. (SLD)