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Latinas’ Heritage Language as a Source of Resiliency: Impact on Academic Achievement in STEM Fields
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In: Curriculum, Foundations, & Reading Faculty Publications (2019)
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Recognizing the Academic Talents of Young Black Males: A Counter-Story
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In: Curriculum, Foundations, & Reading Faculty Publications (2018)
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Teaching Contentious Books Regarding Immigration: The Case of Pancho Rabbit
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In: Middle Grades and Secondary Education Faculty Publications (2018)
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“With Our Writing, We Had to Think Like Scientists:” Developing STEM Literacy Through Creative Narratives
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In: Curriculum, Foundations, & Reading Faculty Presentations (2017)
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Abstract:
This study examines the impact of socio-culturally responsive pedagogical approaches, multimodal ways of meaning making, and place-based pedagogies in the development of STEM literacy among middle-grades migrant students during a summer program. The students participated in an agriculturally-themed STEM literacy unit aimed at increasing their science knowledge and skills, strengthening their mathematical abilities, enhancing their ability to use technology for research, and improving their academic vocabulary and writing skills. Qualitative and quantitative data were collected from the students’ pre/post surveys, pre/post tests, assignments, and group interviews. Our results demonstrated significant improvements in the students’ vocabulary and conceptual understandings, and their increased interest and awareness of the interrelations between science, math, technology, and literacy.
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Keyword:
Creative Narratives; Curriculum and Instruction; Curriculum and Social Inquiry; Developing; Literacy; Scientists; STEM; Think; Writing
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URL: http://tinyurl.com/hwgm9h6 https://digitalcommons.georgiasouthern.edu/curriculum-facpres/130
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Emergent Conscientization Among Pre-Teens Through Critical, Socioculturally Responsive Literacy Pedagogy
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In: Curriculum, Foundations, & Reading Faculty Presentations (2017)
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To Be Young, Gifted, and Black (Male): New Narratives for the 21st Century
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In: Curriculum, Foundations, & Reading Faculty Presentations (2017)
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Reaching Young, Multilingual Readers and Cultivating Their Emergent Conscientization as Authors of Their Own Stories
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In: Curriculum, Foundations, & Reading Faculty Presentations (2017)
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8 |
Resiliency: The Canary in the Coal Mine
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In: Curriculum, Foundations, & Reading Faculty Presentations (2016)
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A Socio-Culturally Responsive Pedagogical Approach to Advance Migrant Students Literacy
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In: National Youth Advocacy and Resilience Conference (2016)
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Migrants Students Scaffolding Their Stories: From Critiquing Socio-Culturally Relevant Mentor Texts to Publishing Collaborative Narratives
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In: Curriculum, Foundations, & Reading Faculty Presentations (2015)
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11 |
Starting Young: Emergent Black Masculinity and Early Literacy
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In: Curriculum, Foundations, & Reading Faculty Publications (2015)
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Latina Resiliency: In Pursuit of STEM Careers
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In: Curriculum, Foundations, & Reading Faculty Presentations (2014)
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"Why in This Bilingual Classroom… Hablamos Más Español?” Language Choice by Bilingual Science Students
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In: Curriculum, Foundations, & Reading Faculty Presentations (2013)
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How Bilingual Latino/a Fifth Graders Use Their Linguistic Resources During Science Instruction
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In: Curriculum, Foundations, & Reading Faculty Presentations (2013)
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Academic Achievement for All: How to Reach and Teach Diverse Struggling Learners
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In: Curriculum, Foundations, & Reading Faculty Presentations (2012)
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How to Reach and Teach Linguistically and Culturally Diverse Learners
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In: Curriculum, Foundations, & Reading Faculty Presentations (2012)
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