This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve. The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions' mandate to produce research and to collect evidence supporting accreditation.

This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve. The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions' mandate to produce research and to collect evidence supporting accreditation.

Post 9-11, post Iraqi invasion, post (we wish) the War on Terrorism, there is a great deal of interest in safety in the public domain, both in the political realm and among the general public. Individuals and society as a whole are increasingly concerned with protection and security for themselves and their material possessions. These newfound worries have repercussions for the layout, design, and management of public and semi-public places, imposing new demands on artists, designers, commissioners, and policy makers. "Open 6 examines the root causes of the public desire for safety. The authors consider theoretical and practical scenarios, proposals and visions from the realms of art, architecture, philosophy, and politics, in an attempt to lay bare something of the modern-day safety paradigm. Alternatively, the authors argue the need for new models. The contributors also provide insight into the current state of the modern-day practicalities of the aesthetics and ethics of safety in essays which directly consider real places or (art) projects.