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Research has primarily focused on the engagement of the student in the classroom (Austin, 1993; Schunk & Mullen, 2012; Tinto, 1993), often without consideration of the engagement of the teacher (Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009). However, we predict that teachers' subjective experiences "trickle down" and ultimately impact the subjective experiences and performance of their students. Consistent with our Trickle-Down Engagement Model Hypothesis, we found undergraduate students' perceptions of their instructor's engagement were associated with their own engagement in the classroom (Studies 1 & 2; Ns = 195 and 210, respectively), and students' increased classroom engagement was associated with more engagement while studying (which, in turn, predicted higher quiz scores; Study 1) as well as with higher final grades (Study 2). Our results suggest there are relatively simple changes teachers can make to their own pedagogy that may improve their own subjective experiences within the classroom and, consequently, trickle down to and improve their students' subjective experiences and performance.

The Standards for Effective Pedagogy and Learning (CREDE, 2014) specify five "transnational universals of teaching" that are especially effective for the rapidly growing population of English language learners in North America. CLASSIC is an evidence-based, CREDE-aligned model of teacher education for classroom educators of English language learners. CLASSIC has utilized with more than 10,000 teachers in 100 school districts, located in eight states, in collaboration with eight different universities. This study examined the impact of the transnational standards of CLASSIC curricula on teachers' observed practices with English language learners as measured by the recently developed "Inventory of Situationally and Culturally Responsive Teaching" (ISCRT). Despite some variability, over 110 participating teachers in 37 U.S. schools demonstrated "statistically significant improvements" in their delivery of effective pedagogy, across a wide range (18 of 22) ISCRT indicators; teachers exhibited "highest levels of growth" in instructional conversations, joint productive activity, and challenging activities.

This study explored the biography-driven approach to teaching culturally and linguistically diverse students in science education. Biography-driven instruction (BDI) embraces student diversity by incorporating students' sociocultural, linguistic, cognitive, and academic dimensions of their biographies into the learning process (Herrera in "Biography-driven culturally responsive teaching." Teachers College Press, New York, 2010). Strategies have been developed (Herrera, Kavimandan and Holmes in "Crossing the vocabulary bridge: differentiated strategies for diverse secondary classrooms." Teachers College Press, New York, 2011) that provide teachers with instructional routines that facilitate BDI. Using systematic classroom observations we empirically demonstrate that these activate, connect, affirm, strategies are likely to be effective in increasing teachers' biography-driven practices. Implications for theory and practice are discussed.