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Cristobal Salinas Jr. Jacob R. Hidrowoh 《Community College Journal of Research & Practice》2018,42(5):330-339
Latino males across the country enroll in community colleges with the purpose of obtaining an educational degree, which could lead to accomplishing professional and personal aspirations. Even if Latino male students enroll in post-secondary education, they continue to be disenfranchised, vanished, and often rejected through the higher education pipeline. Research regarding access to education shows that money matters to the success of Latino students. Through a metasynthesis, this practice briefly identifies that there is little to no empirical research conducted that explores how Latino male community college students elicit, engage, and explore financial literacy programs. This paper makes recommendations for post-secondary institutions, practitioners, and policymakers to promote Latino males’ success at community colleges. 相似文献
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Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools 总被引：1，自引：0，他引：1
How do new teachers become confident and competent while they are interns in inner‐city neighborhood schools challenged by many problems, often associated with economic shortfalls and cultural differences between the students and their teachers? Many science teacher education programs place a lot of emphasis on the planning stages of curriculum. But considerable discrepancies emerge between planned and lived curriculum, particularly in inner‐city, comprehensive high schools, and especially in classrooms that honor student interests and culture as starting points for learning. Previous research showed that coteaching provides opportunities for learning to teach even though the lived curriculum emerges often in unpredictable ways from the dialectic of collective (teacher and students) agency and structure. The present study allowed us to understand the underlying processes: the presence of a coteacher increases access to social and material resources, and thereby increases opportunities for actions that otherwise would not occur. Greater teaching opportunities provide newcomers with greater opportunities of learning to teach. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 882‐904, 2004. 相似文献
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AbstractThe concepts of voces perdias and voces de poder are used as a symbolic representations and reflections of oppression and power in academia. Seventy-four percent of scholarship across the world is published in English. The author argues the importance of publishing in Spanish as form of liberatory practice to provide a voice for Spanish-speaking communities who currently do not have access (to the power of academia and of information), and whose lived experiences are not acknowledged or captured in this medium, and who have by-and-large been marginalized and forgotten in research. In attempt to help improve our understandings of Latinos/as in society – and provide access, give a voice, and reflect on their lived experiences – we must publish in Spanish and teach about the voces perdidas that have been erased from the educational curriculum, and the voces de poder who have dominated and silenced the voces perdidas. 相似文献
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Juan Cristobal Garcia-Huidobro 《Curriculum Journal》2018,29(1):25-42
Many people from non-dominant backgrounds or believers from various religions want their children to acquire the best modern knowledge and to remain open to their home cultures and beliefs. However, this double aspiration poses complex challenges, and most scholars have either stressed the importance of addressing identity (and diversity) issues, or claimed that the key is to give everyone access to powerful knowledge. Beginning from curriculum studies’ alleged crisis and its relation to this dichotomy, this paper suggests that bridging concern for diverse identities and access to powerful knowledge implies devising curricula that allow for issues that are transversal to the disciplines without collapsing the boundaries between them. Since this has been generally difficult to develop, the paper reflects on the kind of curriculum integration that is needed, arriving at the idea of interstitial curriculum or connective tissue amid the disciplines. Subsequently, unique features of the International Baccalaureate Diploma Program (IBDP) are presented to exemplify these curricular interstices, and how they help to deal with the epistemological challenges posed by the initially mentioned double aspiration of many families at present. 相似文献
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Juan Cristobal Garcia-Sanchez 《Publishing Research Quarterly》2017,33(1):19-27
Data suggests there is a global reduction in the number of readers, and a decreasing amount of time spent on reading. The primary reasons for this falling performance is due to the lack of time to read and the lack of motivation. Augmented reality has a promising potential to increase literacy because it fosters cognitive attainment and has a positive impact on overall learning effectiveness. Augmented technology contributes to increasing engagement, invites participation, and develops appreciation of the context. Augmented books are proposed to incentivize curiosity, facilitate the interpretation of text and illustrations, and provide a learning tool that relates to the reader. The Mexican national textbook publishing program has an unparalleled opportunity to improve educational outcomes since augmented reality provides complementary digital learning experiences to the printed content giving readers the advantage of two media. Net result: increased literacy, deeper learning. 相似文献
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The publishing industry in Mexico is a distinctive environment due to several elements: the role of the State government as the main publisher or buyer of books, the historic and central role of the Spanish publishing industry in the direction and influence of Mexican market through their affiliate companies, and the influence of the US book market concerning influences and trends. In a country of 120 million people, where the book reading rate is very low, as is the number of bookstores, I explore the changes that are taking place right now in the context of the crisis in the Spanish book market and why I see a promising future for the general interest publishing market in the Spanish language in Mexico and the US. 相似文献
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Coteaching is an effective structure for the pre-service practicum as it immerses student teachers in the culture of the school
and helps them to learn by working closely at the elbows of their mentor teacher. The collaborative nature of the model fosters
beliefs and practices based on shared perspectives and coresponsibility for the quality of the learning environment. Cogenerative
dialogues with students insure the inclusion of their voice in the collaboration and foster increased emotional energy and
classroom solidarity. The work by Wassell and LaVan (2009) fills an important void in our research on coteaching as it seeks to understand which practices and beliefs survive the
transition to professional service. While both teachers included cogenerative dialogues in their interactions with students,
we suggest that the reflective practices of a single teacher are qualitatively different from reflections based on the dynamic
interactions of multiple adults’ coteaching together. We explore strategies that will help administrators and school staff
find the human and material resources needed to staff the multiple teacher classroom. Our comments on this paper are informed
by our experiences as the academic coordinator and mentor teacher of the learning community in which Jen and Ian completed
their pre service practicum and are meant help disseminate this model to as many educational environments as possible.
相似文献
| Cristobal CaramboEmail: |
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Juan Cristobal Garcia-Huidobro Allison Nannemann Chris K. Bacon Katherine Thompson 《Journal of Educational Change》2017,18(3):263-293
This literature review explored educational change trends as reflected in the first 15 years of the Journal of Educational Change (JEC), from 2000 to 2014. The examination of 52 articles accounting for 61% of the Journal’s historical citations indicated that the JEC has evolved through five periods, which relate to ‘waves of educational change’ beyond the Journal itself. At the center of this development there has been a process of de-centering of Anglo-American perspectives on educational reform, pushed both by an increasing pessimism among U.S. and U.K. scholars regarding their countries’ reforms and by systematic evidence that other educational systems are achieving better student learning outcomes. The aforementioned evolution also shows a shift from more conceptual works by the field’s historical leaders toward more empirical research conducted by emergent scholars. After discussing the predominant concept of educational change, the major silences in the reviewed literature, and what this evolution in the JEC says about the field of educational change at large, the paper ends reflecting on challenges as a new generation of scholars begins to enter the conversation. 相似文献
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Cristobal Salinas Jr. Janice Nahra Friedel 《Community College Journal of Research & Practice》2016,40(11):968-971
From their very beginnings, the community colleges have demonstrated a commitment to their founding principles of access, affordability, and quality. However, following February 2009, when President Obama set forth the agenda for U.S. postsecondary education to have the highest proportion of college graduates in the world by 2020, priority shifted to college completion. This national agenda has posed increased challenges and opportunities for community colleges, the states, and the nation. Through a document analysis we identify the most frequently cited challenges and opportunities of the 50 state systems of community colleges. 相似文献
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