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Lynch, Anissa Wicktor – Bilingual Research Journal, 2018
This case study focused on transitional bilingual class and explored connections between the literacy practices co-constructed in this figured world and one student's developing identity. Yanet, a newcomer student from Cuba, was encouraged to draw on community cultural wealth to support her own and her classmates' language, literacy and identity…
Descriptors: Grade 3, Elementary School Teachers, Elementary School Students, Foreign Countries
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Lumbrears, Ricardo, Jr.; Rupley, William H. – Educational Research for Policy and Practice, 2019
Sustained academic growth of the Mexican population in the public schools of the Rio Grande Valley of Texas has precipitated a need for new and innovative ways to effectively educate English-language learners (ELLs). In place of common external factors typically used such as attendance, socioeconomic status, and test scores to address ELL's…
Descriptors: English Language Learners, Mexican Americans, Public Schools, Teaching Methods
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Hikida, Michiko – Journal of Literacy Research, 2018
Many students of color who are also identified as "struggling" readers are likely to have negative experiences in school. In this article, I discuss the findings of a case study examining how reader identities emerged in and through language for such students. The discourse data analyzed here concern an interactional pattern in which the…
Descriptors: Literacy, Minority Group Students, Disadvantaged, Self Concept
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Close, Eleanor W.; Conn, Jessica; Close, Hunter G. – Physical Review Physics Education Research, 2016
In this study, we analyze the experience of students in the Physics Learning Assistant (LA) program at Texas State University in terms of the existing theoretical frameworks of "community of practice" and "physics identity," and explore the implications suggested by these theories for LA program adoption and adaptation.…
Descriptors: Physics, Identification (Psychology), Program Effectiveness, Teaching Methods
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Crossley, Scott; Ocumpaugh, Jaclyn; Labrum, Matthew; Bradfield, Franklin; Dascalu, Mihai; Baker, Ryan S. – International Educational Data Mining Society, 2018
A number of studies have demonstrated strong links between students' language features (as found in spoken and written production) and their math performance. However, no studies have examined links between the students' language features and measures of their Math Identity. This project extends prior studies that use natural language processing…
Descriptors: Correlation, Speech Communication, Written Language, Mathematics Achievement
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Caton, Amy – Learning Assistance Review, 2019
Learning centers and academic support programs are often idealized entities campuses look to for student success, retention, and engagement. By untethering our thinking about program boundaries, identities, and alliances and radically reforming, we can generate interest, passion, and opportunities across campus. The force of redistributing…
Descriptors: Communities of Practice, Universities, Program Development, Academic Support Services
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Murakami, Elizabeth; Hernandez, Frank; Valle, Fernando; Almager, Irma – SAGE Open, 2018
This study examines the intersectionality between professional identities and race/ethnicity among Latina/o school leaders. Stemming from a larger study at the National Latina/o Leadership Project, we examine the contributions of Latina/o school administrators in the state of Texas in relation to their leadership in K-12 schools. Two hundred…
Descriptors: Administrators, Hispanic Americans, Professional Identity, School Administration
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Baron, Emilia; Bell, Nancy J.; Corson, Kimberly; Kostina-Ritchey, Erin; Frederick, Helyne – Journal of Early Adolescence, 2012
The narrative creation of identity by young adolescents has so far been addressed mainly from an identity-in-interaction perspective, focusing attention on the multiplicity and variability of identity negotiation as adolescents interact with others, typically with peers. In contrast, a sociocultural/dialogical perspective draws attention to the…
Descriptors: Single Sex Schools, Middle Schools, Sex Education, Females
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Mein, Erika; Esquinca, Alberto – Theory Into Practice, 2017
In this article, we demonstrate ways in which teachers, working within the context of rapidly changing demographics in our country, can create inclusive classroom environments that promote the development of engineering literacies and identities, particularly among bilingual students. We draw on our experience working with two projects funded by…
Descriptors: Bilingualism, Self Concept, Code Switching (Language), Role
Jeremiassen, Kathleen S. – ProQuest LLC, 2018
The purpose of this sequential mixed methods study was to explore differences in students' STEM identities, game play motivations, and game preferences. The need to grow and support STEM education and careers in the U. S. is a widely-held concern for those in leadership, industry, and education. A purposeful sample of 167 9th grade-12th grade…
Descriptors: STEM Education, Educational Games, Video Games, High School Students
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Van Overschelde, James P.; Saunders, Jane M.; Ash, Gwynne Ellen – Middle School Journal, 2017
The university's teacher preparation program has implemented and continually refined a professional development school program, with extended university-school relationships in its middle-level certification program. This program offers dialogue, targeted learning activities, and intensive field-based experiences to help ease preservice teachers…
Descriptors: Professional Development Schools, Teacher Persistence, Preservice Teachers, Preservice Teacher Education
Curette, Alvin R. – ProQuest LLC, 2016
This single, holistic, instrumental case study investigated the organizational history of the Office of Diversity and Inclusion (ODI) at Lone Star University. The study included an examination of changes to ODI's cultural identity. This study was guided by two principal research questions: a) Why was the office created and how has its cultural…
Descriptors: Case Studies, Colleges, Cultural Influences, Student Diversity
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Cavazos, Alyssa G. – Composition Studies, 2019
First-Year Writing (fyw) courses are ideal writing spaces where students' diverse identities and language resources can flourish for specific rhetorical purposes. While research has focused on multilingual students' language and writing practices, little attention has focused on self-identified multilingual students' perceptions of language…
Descriptors: Writing Instruction, Multilingualism, Self Concept, Writing (Composition)
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Christoffersen, Katherine – International Multilingual Research Journal, 2019
In the U.S./Mexico borderlands, local language varieties face frequent discrimination and delegitimization or "linguistic terrorism." The present study uses the three-level positioning framework to analyze how young adults in the Rio Grande Valley (RGV) in south Texas construct borderland identities by positioning themselves with respect…
Descriptors: Language Attitudes, Language Variation, Self Concept, Social Discrimination
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Babino, Alexandra; Araujano, Juan J.; Maxwell, Marie L. – Texas Journal of Literacy Education, 2019
In most cases, the curriculum chosen for wide-use does not mirror or address the pressing needs of bi/multilingual learners, especially for those who are in middle and high school settings. In light of this and the increasingly negative national discourse surrounding minoritized students, our focus in this article is to offer in-service teachers a…
Descriptors: Scaffolding (Teaching Technique), Social Justice, Children, Childrens Literature
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