The purpose of this study was to analyze a sample of classroom teachers? definitions of the term teacher educator and determine whether they considered themselves to be teacher educators. The extent that classroom teachers? definitions of a teacher educator were influenced by involvement in a university-public school partnership was also examined. Results indicated that a large majority of the study?s participants considered themselves to be teacher educators, but there were variations in how they defined this role. Analysis of the participants? definitions of the term teacher educator revealed two general categories: teacher of teachers and general educator. Results also indicated that a school?s consistent involvement in a partnership led to a higher percentage of teachers giving definitions that could be categorized under the teacher of teachers theme. Theoretical and practical implications of the findings are presented, along with suggestions for future study.

Research Findings: In this study we analyze how parent and teacher ratings of young Latino children'€™s social competencies in rural California are associated with children'€™s oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher ratings account for meaningful variation in children'€™s oral language development, and (c) that incongruence between parent and teacher ratings is associated with oral language above and beyond the effects of parent and teacher ratings alone. Practice or Policy: Young Latino children'€™s social competencies contribute to their oral language development. These competencies represent an important, though to date underutilized, asset for building stronger academic/language functioning. Part of the paradoxical development of Latino children (i.e., strong social though weak academic/language competence) could be attributable to cultural differences that underlie teacher and parent perceptions of social competence. Teachers of young Latino children should (a) be aware of the cultural nature of social competence and (b) explore culturally responsive ways of interacting in classrooms to build stronger oral language functioning.