LAUSR

In this ambitious issue, the reader is treated to an eclectic array of approaches to a pressing topic—How should educators consider the diversity of immigrant student experiences? With 1 in 4 students in classrooms coming from an immigrant-headed family, how should teachers be thinking about that student experience? Given that very few teachers have been exposed to teacher education programs that address these students and given their diversity of their experiences, what should they be considering? In this commentary, I discuss the rich content of the articles in this issue and make suggestions for way to address A. Lynn Goodwin's (2002) challenge for teacher education to “do the right thing” (p. 156) for the fastest growing sector of our student population.