Effective Instructional Strategies: From Theory to Practice
SAGE Journal Articles
Access to full-text SAGE journal articles that have been carefully selected to support and expand on the concepts presented in each chapter. Journal articles can act as an ideal resource to help support your assignments and studies.
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Article 1: Villegas, A.M., & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53, 20 - 32.
Abstract: To successfully move the field of teacher education beyond the fragmented and superficial treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting point for conversations among teacher educators in this process. In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.
Article 2: Briggs, C., Reis, S., & Sullivan, E. (2008). A national view of promising programs and practices for culturally, linguistically, and ethnically diverse gifted and talented students. Gifted Child Quarterly, 52, 131-145.
Abstract: The low representation of culturally, linguistically, and ethnically diverse (CLED) and high-poverty students in gifted and talented programs has long been an area of concern. This qualitative study investigated methods to increase successful participation of CLED students in gifted programs across the nation. Twenty-five programs were selected for inclusion in the study. Of those, 7 programs were selected for in-depth site visits that included interviews with administrators and teachers, as well as observations. Data suggested five categories that contributed to the successful identification and participation of CLED students in gifted programs. These categories included modified identification procedures; program support systems, such as front-loading (identifying high-potential children and providing opportunities for advanced work prior to formal identification); selecting curriculum/instructional designs that enable CLED students to succeed; building parent/home connections; and using program evaluation practices designed to highlight avenues to CLED students' success.
Article 3: Hoover, J.J., & Patton, J.R. (2004). Differentiating Standards-Based Education for Students with Diverse Needs. Remedial and Special Education, 25 (2), 74-78.
Abstract: The need to differentiate or adapt curriculum and instruction to meet special needs continues to challenge educators of students with high-incidence disabilities. The current emphasis on teaching and assessing standards requires knowledge and skills to differentiate standards-based education to successfully meet diverse needs in the classroom.
Article 4: Abedi, J. (2004). The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues. Educational Researcher, 33 (1), 4-14.
Abstract: There are major issues involved with the disaggregated No Child Left Behind (NCLB) Act in terms of its adequate yearly progress reporting for students with limited English proficiency (LEP). Inconsistent LEP classification, as well as the sparse population of LEP students in many states, threatens the validity of adequate yearly progress reporting. The LEP subgroup's lack of stability also threatens accountability, since students attaining English proficiency move out of the subgroup. The linguistic complexity of assessment tools may lower LEP student performance in areas with greater language demand. Finally, schools with larger numbers of LEP students with lower baselines may require greater gains. Thus, NCLB's mandates may unintentionally place undue pressure on schools with high numbers of LEP students. Continuing efforts to remedy these issues should bring more fair assessment and accountability
Article 5: Chamberlain, S. (2005). Recognizing and responding to cultural differences in the education of culturally and linguistically diverse learners. Intervention in School and Clinic, 40, 195-211.
Abstract: Cultural differences between educators and culturally and linguistically diverse (CLD) students can have negative effects on the education of CLD learners. Much of the special education literature pertaining to the education of CLD learners has focused on biased assessment practices that lead to overrepresentation. It is important to consider that overrepresentation is also a function of inappropriate referrals from general education teachers. Understanding how cultural differences can influence the teaching/learning process is paramount if educators are to provide culturally responsive instruction. This article describes a variety of ways that culture influences teacher--student and teacher--parent interactions and provides recommendations to help educators respond to the educational needs of CLD students with and without disabilities.
Article 6: Brown, S.W., Renzulli, J.S., Gubbins, E.J., Siegle, D., Zhang, W., & Chen, C-H. (2005). Assumptions Underlying the Identification of Gifted and Talented Students. Gifted Child Quarterly, 49 (1), 68-79.
Abstract: This study examined a national sample of classroom teachers, teachers of the gifted, administrators, and consultants from rural, suburban, and urban areas regarding their assumptions about the gifted identification process. Respondents indicated the degree to which they agreed or disagreed with 20 items that reflected guidelines for a comprehensive identification system. Five factors were derived from 20 items. Respondents favored the use of individual expression criteria, ongoing assessment, multiple criteria for identification, and consideration of contextual factors. Teachers of the gifted and respondents from urban areas were more likely to favor these strategies. The sample opposed restricting identification to the sole use of achievement or IQ scores.
Article 7: Graffam, B. (2006). A case study of teachers of gifted learners: Moving from prescribed practice to described practitioners. Gifted Child Quarterly, 50. 119-131.
Abstract: Two exemplary teachers of gifted learners were studied in order to get a better understanding of both teacher practices and teacher thoughts about those practices. Through extensive observation and in-depth interviews, these teachers demonstrated and discussed the qualities they felt to be essential for educating gifted learners. Though each teacher leads a different kind of classroom experience, both assert that (a) teaching gifted learners requires the framing of individualized and whole-group learning simultaneously, and (b) that the path a person takes to become a teacher of gifted learners is important. Equally significant is the way each of these teachers assimilates and combines some of the canonical ideas of gifted education. This kind of study is rare in our literature, but may be invaluable for teachers--pre-service teachers or those already working--who want to hone their skills in working with gifted learners.
Article 8: Guthrie, J., McRae, A, Coddington, C., Lutz K., Wigfield, A., & Barbosa, P (2009). Impacts of comprehensive reading instruction on diverse outcomes of low- and high-achieving readers. Journal of Learning Disabilties, 43,195-214.
Abstract: Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the effects of Concept-Oriented Reading Instruction (CORI) with traditional instruction (TI) on several outcomes in a 12-week intervention for low achievers and high achievers. Low achievers in the CORI group were afforded explicit instruction, leveled texts, and motivation support. Compared with TI students, CORI students scored higher on posttest measures of word recognition speed, reading comprehension on the Gates-MacGinitie Reading Test, and ecological knowledge. CORI was equally effective for lower achievers and higher achievers. Explicitly supporting multiple aspects of reading simultaneously appeared to benefit diverse learners on a range of reading outcomes.
Article 9: Lock, R., & Kingsley, K. (2007). Empower diverse learners with educational technology and digital media. Â Intervention in School and Clinic, 43, 52-56.
Abstract: No abstract available
Article 10: Lucas, T., Villegas, A.M., & Freedson-Gonzalez, M. (2008). Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners. Journal of Teacher Education, 59 (4), 361-373.
Abstract: Students who speak languages other than English are a growing presence in U.S. schools. As a result, many mainstream classroom teachers are finding that they have English language learners in their classes. Unfortunately, most mainstream classroom teachers have had little or no preparation for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English. In this article, the authors identify a small set of principles that can serve as the linguistic foundation for the teaching of English language learners in mainstream classes. The authors then outline linguistically responsive pedagogical practices that flow directly from those principles. They conclude with concrete suggestions for how teacher education programs can incorporate the knowledge and skills that will prepare all preservice teachers to be linguistically responsive.