The American demographic is drastically changing from a largely white, European-American population to one that is extremely diverse. This shift in demographics has impacted on state schools. Students often experience a cultural shock due to a mismatched monocultural, monlinguistic curriculum in schools. This qualitative study explored the way four Reading Recovery teachers attempted to make their Reading Recovery instruction culturally responsive for their culturally and linguistically diverse students. Through constant comparative analysis of data collected through pre- and post-interviews, bi-weekly professional development sessions and debriefings, reflective journals, and artefacts, it was found that the teachers' practices shifted in three main ways: observation, conversation and instruction. Participating teachers found ways to utilize students' social, cultural and linguistic knowledge to establish links between the familiar and new to make learning to read and write easier for their students. Thinking intentionally about the tenets of culturally responsive teaching as well as students' linguistic, social and cultural knowledge, participating teachers found ways to enact culturally responsive teaching in their Reading Recovery instruction.

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Cooperative discussions are useful for several reasons, including engaging students in course content, building their communication and social skills, and adding variety to instruction. However, cooperative discussions are also an important means of developing students' critical thinking abilities because students must consider multiple perspectives, justify their points using evidence, and evaluate their own and their peers' thinking. This chapter offers a theoretical rationale for using cooperative discussion protocols in the pre-service university classroom, as well as tips for planning and assessing discussions. Additionally, multiple discussion protocols, including protocols for activating prior knowledge, text-based discussions, and deeper learning, are described using actual examples from the authors' experience as teacher educators.

Cooperative discussions are useful for several reasons, including engaging students in course content, building their communication and social skills, and adding variety to instruction. However, cooperative discussions are also an important means of developing students' critical thinking abilities because students must consider multiple perspectives, justify their points using evidence, and evaluate their own and their peers' thinking. This chapter offers a theoretical rationale for using cooperative discussion protocols in the pre-service university classroom, as well as tips for planning and assessing discussions. Additionally, multiple discussion protocols, including protocols for activating prior knowledge, text-based discussions, and deeper learning, are described using actual examples from the authors' experience as teacher educators.