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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 A CASE STUDY OF PRESERVICE WORLD LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT AND THE ROLE AND IMPACT OF MENTOR TEACHERS Ditter, Margaret. - 2019 BASE Show details 2 "I'm here for a purpose": Latina/Chicana senior student affairs officers' testimonios of resistance and resilience Morin, Molly Francine. - 2018 BASE Show details 3 Being "good company" to students on their journeys toward intercultural maturity: A case study of a study abroad program Nyunt, Gudrun. - 2018 BASE Show details 4 THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS Green, Amy Elizabeth. - 2017 BASE Show details 5 EXPLORING THE IMPACT OF TRADITIONAL AND BLOCK SCHEDULING: AN EXAMINATION OF HIGH SCHOOL STUDENT ACHIEVEMENT (ALGEBRA, BIOLOGY AND ENGLISH), ATTENDANCE RATES, AND DISCIPLINARY INCIDENTS Harris, Darlene Marie. - 2014 BASE Show details 6 Exploring what stabilizes teachers' attention and responsiveness to the substance of students' scientific thinking in the classroom Richards, Jennifer. - 2013 BASE Show details 7 Teaching Women's Studies: Exploring Student Engagement in Technology-Rich Classroom Learning Communities Staking, Kimberlee. - 2013 BASE Show details 8 Exploring the variability in how educators attend to science classroom interactions Gillespie, Colleen. - 2013 BASE Show details 9 Teachers' Ratings of Relationships with Students: Links to Student and Teacher Characteristics Buhl, Sara J.. - 2012 BASE Show details 10 An Examination of the Factors that Contribute to Undergraduate Persistence and Graduate Degree Aspirations for First-Generation College Students Attending Elite Universities McCarron, Grazziella Pagliarulo. - 2012 BASE Show details 11 INSTRUCTIONAL BEHAVIORS AND STUDENT READING OUTCOMES IN A SCRIPTED TIER 2 INTERVENTION FOR FOURTH GRADE STRUGGLING READERS Montanaro, Elizabeth Ann. - 2012 BASE Show details 12 USING BORDERLANDS LITERATURE TO INCREASE INTEREST IN LITERACY IN THE HERITAGE LANGUAGE: TEACHER RESEARCH WITH LATINO/A TEENAGE STUDENTS Cabrero, Magda A.. - 2011 BASE Show details 13 Navigating Multiple Worlds: A Grounded Theory of Latina Students' Identity as Latina First-Generation College Students Alvarez, Patricia Lynn. - 2011 Abstract: The purpose of this study was to explore Latina students' identity as Latina first-generation college students. Constructivist grounded theory (Charmaz, 2000, 2003, 2005, 2006) was used to explore two research questions: (a) For Latina students who are the first in their family to go to college, what is their understanding of being a Latina first-generation college student? (b) What strengths do Latina first-generation college students associate with being a Latina first-generation college student? A grounded theory of Latina students' identity as Latina first-generation college students was an outcome of this study. Two interviews were conducted with 12 Latina first-generation college students enrolled at the University of Maryland. Participants were considered first-generation college students if their parents' educational background did not exceed high school in the U.S. or some postsecondary education outside of the U.S., and if a sibling had not preceded them in attending college. Participants were racially/ethnically diverse, with the majority of students identifying as Central and South American. The metaphor, navigating multiple worlds, particularly the Family Environment and the University Environment, describes the negotiation of experiences that inform Latina students' identity as Latina first-generation college students. Core identities of Race/Ethnicity, Gender, Role as College Student, and Role within Family represent multiple and intersecting dimensions salient to Latina students' identity as Latina first-generation college students. Latina first-generation college students negotiated Latino/a Values and Expectations, "American" Values and Expectations, College and Family Responsibilities, Pioneering Higher Education, Responsibility to Give Back to Family and Latino/a Community, and Pressure and Pride. Living at the intersection of multiple worlds, including experiences as "the first" to attend an institution of higher education and engaging both in Latino/a culture and in "American" culture, contributed to the pressure that Latina first-generation college students experience. Latina students also received support from these distinct environments that enabled the participants to engage in culturally and educationally distinct worlds. Participants associated six strengths with being Latina first-generation college students: Family, Latino/a Culture, Spanish Language/Being Bilingual, Determination, Support Network - Prior to College and During College, and Sense of Responsibility to Help Others. This study has implications for research, theory, and practice. Keyword: First-Generation College Student; First-Generation College Students; Grounded Theory; Higher education; Higher education administration; Latina; Latina First-Generation College Student; Latina First-Generation College Students URL: http://hdl.handle.net/1903/12187 BASE Hide details 14 HOW L2 LEGAL WRITERS USE STRATEGIES FOR SCHOLARLY WRITING: A MIXED METHODS STUDY Bain Butler, Donna Patricia. - 2010 BASE Show details 15 A Case Study of Undergraduate Student Employment at a Private University: Exploring the Effects of Social Class and Institutional Context Satterlee, Richard Thomas. - 2009 BASE Show details 16 Pathways to the Baccalaureate: A Longitudinal Study of Sequence Differences by Parents' Education Level Thomas, Rebecca E. - 2007 BASE Show details

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