The focus of the present work was to examine teachers’ use of dynamic processes when implementing static language lesson plans that explicitly required teachers to employ scaffolding strategies so as to differentiate instruction. Participants were 37 preschool teachers and 177 children in their classrooms. Videotaped classroom observations were carried out and coded for the frequency of teachers’ use for six types of scaffolds. Children were assessed on measures of language skills. Study findings indicated that teachers utilized scaffolding strategies at relatively low rates and that they utilized low-support scaffolding strategies more frequently than high-support strategies. Furthermore, results suggested that the use of certain types of scaffolding strategies may be beneficial for children’s development of language skills. Findings from this work suggest that teachers may benefit from professional development opportunities focusing on the use of dynamic features of language interventions, such as scaffolding strategies, in the preschool classroom.

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Background Recent curriculum studies raise a number of questions concerning teachers'

This Especially for High School Teachers article discusses linking children’s literature with science-related activities and the idea of finding science in any children’s story. The Journal’s first virtual issue, The Chemical Adventures of Sherlock Holmes, and its connection to storytelling is also described. Various types of games for teachers to use in their classrooms are also highlighted.

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