The English Language Learner (ELL) population continues to steadily grow. While most research focuses on preservice or novice teachers' perceptions of their preparedness to instruct ELLs, there have been very limited studies focusing on veteran elementary teachers. The purpose of this qualitative multicase study was to explore veteran elementary…

This study uses Early Childhood Longitudinal Study data to investigate the importance of three general aspects of teacher effects--teacher background qualifications, attitudes, and instructional practices--to reading and math achievement gains in first grade. The results indicate that compared with instructional practices, background…

Describes a case study of exemplary mathematics teaching in an Australian first-grade classroom. Highlights a teacher's ability to integrate different subject areas, flair for communication, concern for children, and skills in capitalizing on unexpected situations. (RJC)

This study examines six teachers' responses inside and outside of their classrooms to increasingly mixed messages about how they should develop the literacy of California's youngest and most at-risk students. While they must develop highly developed knowledge and skills to teach literacy in linguistically diverse classrooms, they must also adhere…

Profiled in this report are three Oregon first-grade teachers--the state's 1984 Teacher of the Year and two other finalists for that title. Distinguishing characteristics of the teaching approach of Jonelle Maurer of the Lincoln Elementary School in Grants Pass include phonics and group reading instruction, the use of activity centers, and a…

A study examined whether scaffolding (the interaction that emerges when novices and experts work cooperatively) can be extended if the scaffolding model for facilitating problem-solving instruction is imposed. Eight teachers were instructed and coached in the use of scaffolding to teach first graders listening comprehension skills. When a group of…