This article explores the intercultural movements toward social justice in education in the Americas, most particularly, North America, and how U.S. multicultural movements and policies influence countries like Brazil.
March 2, 2011
Murakami-Ramalho, Elizabeth & Auxiliadora Lima Dias da Silva, Maria
This article examines the quality of public schooling in primarily low socio-economic status (SES) areas of El Paso, Texas and reflects on the dismal realities established by the hegemonic social order.
March 12, 2015
Rossatto, Cesar A.; Rivas, Cecilia E.; Heiman, Daniel & Esparza, Juanita
This article uses nationally representative data from the Early Chlidhood Longitudinal Study--Birth Cohort used to examine child care experiences with repreated cross-sectional analysis at 9, 24, and 52 months for dual language learner and non-dual language learner children.
March 22, 2017
Espinosa, Linda M.; LaForett, Doré R.; Burchinal, Margaret; Burchinal, Margaret; Winsler, Adam; Tien, Hsiao-Chuan et al.
Article identifying predictors of parent's portable technology adoption to support children's reading development in the home by applying the Unified Theory of Acceptance and Use of Technology to informal elementary education.
Article examining teacher preparation programs ability to help preservice teachers connect educational theory with teaching practice. This article systematically reflects on written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course.
Presentation on a study that sought the voice of the bilingual teacher through their lived experiences in relation to the success of Hispanic emergent bilinguals in school. This inquiry sought to uncover what practices bilingual teachers use to support their students’ academic and socio-emotional needs. It was presented at the 11th annual Jalisco-Texas Conference which was held virtually on March 30-31, 2023.
Presentation examining the factors influencing the growing demand for bilingual teachers in the United States, but it also highlights the ongoing shortage of bilingual teachers. It was presented at the 11th annual Jalisco-Texas Conference which was held virtually on March 30-31, 2023.
Presentation highlighting Project SUCCESS in Language and Literacy Instruction which is a Title III National Professional Development Program at the University of North Texas funded by the U. S. Department of Education. The project is directed by the Bilingual Teacher Education Program of the University of North Texas. UNT works in partnership with Carrollton-Farmers Branch ISD, Region 10 ESC, the Latino Family Literacy Project, and the Intercultural Development Research Association for this project. The goals of the project are to prepare bilingual and ESL pre-service teachers, to provide professional development for in service teachers to improve their instruction for English Learners (ELs) and to engage teachers with families and communities. It was presented at the 11th annual Jalisco-Texas Conference which was held virtually on March 30-31, 2023.