Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts     

Terri L. Rodriguez  Hye-sun Cho 《Teaching and Teacher Education》2011,27(3):496-504

This paper examines critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. It draws upon empirical data from two studies—a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii—to examine participants’ identities and experience in academia. Preservice teachers in both studies resisted the labeling practice of “minority” and challenged simplistic notions of “bilingual teacher identity.” This cross-examination argues for further ways to explore how teacher preparation programs should create dialogic spaces for making the voices of diverse preservice teachers heard.  相似文献   

Fictive kinship as it mediates learning, resiliency, perseverance, and social learning of inner-city high school students of color in a college physics class     

Konstantinos Alexakos  Jayson K. Jones  Victor H. Rodriguez 《Cultural Studies of Science Education》2011,6(4):847-870

In this hermeneutic study we explore how fictive kinship (kin-like close personal friendship) amongst high school students of color mediated their resiliency, perseverance, and success in a college physics class. These freely chosen, processual friendships were based on emotional and material support, motivation, and caring for each other, as well as trust, common interests, and goals. Such close bonds contributed in creating a safe and supportive emotional space and allowed for friendly, cooperative competition within the physics classroom. Friends became the role models, source of support, and motivation for the fictive kinship group as well as for each other, as the group became the role model, source of support, and motivation for the individuals in it. Because of their friendships with one another, physics talk was extended and made part of their personal interactions outside the classroom. These social relationships and safe spaces helped the students cope and persevere despite their initial conflicting expectations of their success in physics. Our research thus expands on the concept of social learning by exploring student friendships and how they frame and mediate such a process.  相似文献   

Strategies for counterresistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding     

Alberto J. Rodriguez 《科学教学研究杂志》1998,35(6):589-622

This article reports on two types of resistance by preservice science teachers: resistance to ideological change and resistance to pedagogical change. The former has to do with the feelings of disbelief, defensiveness, guilt, and shame that Anglo-European preservice teachers experience when they are asked to confront racism and other oppressive social norms in class discussions. Resistance to pedagogical change has to do with the roles that preservice teachers feel they need to play to manage conflicting messages about what they are expected to do from their cooperating teachers (cover the curriculum and maintain class control) and from their university supervisors (implement student-centered, constructivist class activities), and about what they desire to do as emerging teachers. Although these two forms of resistance are closely linked, in the literature they are extensively reported separately. This study suggests a sociotransformative constructivist orientation as a vehicle to link multicultural education and social constructivist theoretical frameworks. By using this orientation, specific pedagogical strategies for counterresistance were found effective in helping preservice teachers learn to teach for diversity and understanding. These strategies for counterresistance were primarily drawn from the qualitative analysis of a yearlong project with secondary science preservice teachers. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 589–622, 1998.  相似文献   

Partnering with school providers to codesign mental health interventions: An open trial of Act & Adapt in urban public middle schools     

Sarah K. Bearman  Abby Bailin  Erin Rodriguez  Alison Bellevue 《Psychology in the schools》2020,57(11):1689-1709

Schools are well positioned to provide access to youth mental health services, but implementing effective programs that promote emotional and behavioral functioning in school settings is complicated by the poor fit of interventions developed in research settings to complex school contexts. The current study formed a research–practice partnership with two urban public schools and mental health providers employed by those schools (N = 6, 100% female, 50% Black/African American, 50% White/Caucasian) in the adaptation of a depression prevention intervention, Act & Adapt. The intervention was modified by decreasing meeting time and streamlining session content, increasing flexibility, making intervention materials more similar to academic curriculum, and increasing the focus on managing disruptive behavior within group sessions. In an open trial, sixth-grade students (N = 22; 59% boys, 31% Hispanic, 22% Black/African American, 4% Asian, 30% White/Caucasian) at both schools who were identified as clinically “at risk” reported improvements from baseline to postintervention and at 1-year follow-up on measures of emotional and behavioral difficulties and coping strategies, with parallel results by caregiver report. The providers reported satisfaction with the intervention, and qualitative analyses of provider focus groups suggested both barriers and facilitators to research-practice collaborations to implement mental health interventions in schools.  相似文献   

Examination of the neuromechanical factors contributing to golf swing performance     

W. B. Sheehan  M. L. Watsford  E. C. Pickering Rodriguez 《Journal of sports sciences》2019,37(4):458-466

This study investigated the relationship between a range of neuromechanical variables in the lower- and upper-body, and golf performance. Participants were assessed for individual muscle stiffness, vertical stiffness (Kvert), flexibility, power and maximal isometric strength. Furthermore, golf performance was determined by handicap and club head speed. Pearson’s correlations quantified the relationships between neuromechanical variables and performance measures. Participants were also separated into relatively high club head speed (HC) and low club head speed (LC) groups and compared for physical characteristics. Club head speed showed positive relationships with Kvert and power and a negative relationship with hip mobility. The HC group exhibited superior Kvert and power, while strength and flexibility measures were not related to performance. Higher levels of lower-body stiffness, rate of force development and power output appear to be beneficial for generating superior club head speed. A stiffer system may reduce the time needed to remove the “slack” from the series elastic component therefore, reducing electromechanical delay and enhancing rate of force development. The large positive association with rate of force development suggests that increasing this component, along with power production may be superior focal components for training in golfers due to the short duration of the downswing.  相似文献   

Linking Bakhtin with feminist poststructuralism to unravel the allure of auto/biographies     

Alberto J. Rodriguez 《Research in Science Education》2000,30(1):13-21

By linking feminist poststructuralism with Bakhtin's concepts of voice and ventriloquation, an approach is proposed for the critical engagement with auto/biographical text. It is argued that by becoming better aware of the teller's intentionality and her/his insights gained from telling a (re)constructed version of self, the listener and the teller can engage in personal and socially transformative dialog. This dialog can assist the teller/listener to move from superficial affirmation of (re)interpreted lived experiences to more socially responsive action. An example is provided to illustrate implications of this approach for science teaching and education research.  相似文献   

Indiana Jane and the Temples of Doom: Recommendations for Enhancing Women and Racial/Ethnic Faculty's Success in Academia     

Chris D. Erickson  Ester R. Rodriguez 《Innovative Higher Education》1999,24(2):149-168

Despite a body of literature which has identified the difficulties of new/junior women and racial/ethnic faculty members' socialization into the academic culture, many continue to experience feelings of alienation, disenfranchisement, and marginalization. This article depicts the experiences of representative new women and racial/ethnic faculty to illustrate the realities faced by these faculty in entering and managing the academic environment. Recommendations for enhancing the success of women and racial/ethnic faculty are provided and divided into four levels of responsibility at the university, departmental, senior faculty/faculty mentors, and new/junior faculty levels.  相似文献   

Conversion Anxieties in the Crown of Aragón in the Later Middle Ages     

Jarbel Rodriguez 《Al-Masaq: Islam & the Medieval Mediterranean》2010,22(3):315-324

The conversion of Christians to Islam caused significant anxiety in the Crown of Aragón in the later middle ages. Some of this fear was caused by genuine concern over the eternal salvation of the convert, but there were other reasons as well. This article looks at three distinct causes that served to foster and maintain this fear of conversion. First, Christian authorities sometimes purposefully used the spectre of Christians converting to Islam to galvanise support for some of their political, diplomatic, and military initiatives. Secondly, apostates posed a significant spiritual danger to those Christians who lived as minorities in Muslim regions. Finally, converts presented a danger to the Crown of Aragón from a practical and military point of view.  相似文献   

Diversity and Inclusion in Libraries: A Call to Action and Strategies for Success     

Elena Rodriguez 《Public Services Quarterly》2020,16(1):27-28

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Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life   总被引：1，自引：0，他引：1  

Raikes H  Pan BA  Luze G  Tamis-LeMonda CS  Brooks-Gunn J  Constantine J  Tarullo LB  Raikes HA  Rodriguez ET 《Child development》2006,77(4):924-953

About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.  相似文献