| 1 |
Family history of FXTAS is associated with age-related cognitive-linguistic decline among mothers with the FMR1 premutation.
|
|
|
|
In: Journal of neurodevelopmental disorders, vol 14, iss 1 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
The Association between Mothers’ Smartphone Dependency and Preschoolers’ Problem Behavior and Emotional Intelligence
|
|
|
|
In: Healthcare; Volume 10; Issue 2; Pages: 185 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
(Re)framing the Discourse of Parent Involvement:Calling on the Knowledge of Latinx Mothers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
(Re)framing the Discourse of Parent Involvement:Calling on the Knowledge of Latinx Mothers ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Projeto Mães des Volkes: um estudo exploratório de um signo ideológico específico em arte-educação
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Adaptación transcultural y validación psicométrica preliminar del "Pregnancy and Motherhood Evaluation Questionnaire" en población española
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Maternal Resources for Care Are Associated With Child Growth and Early Childhood Development in Bangladesh and Vietnam
|
|
|
|
In: Faculty Publications (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Saudi Mothers' Experiences Maintaining Their Young Children's Arabic Language and Islamic-Saudi Identity
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
The Voices and Lived Academic Experiences of International Doctoral Student Mothers
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Family Language Policy, Language Maintenance and Language Shift: Perspectives from Ethnic Chinese Single Mothers in Malaysia
|
|
|
|
In: Issues in Language Studies, Vol 10, Iss 1 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
The Downfall of Commercial Surrogacy in Mumbai: Disparities in Wealth and Education, and the Persistence of Traditional Gender Roles
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Expressive language development in adolescents with Down syndrome and fragile X syndrome: change over time and the role of family-related factors.
|
|
|
|
In: Journal of neurodevelopmental disorders, vol 12, iss 1 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Adolescent Perception of Maternal Practices in Portugal and Spain: Similarities and Differences
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Adolescent perception of maternal practices in Portugal and Spain: similarities and differences
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Breathing and behaviour: exploring infant temperament and autism risk in infants born to mothers with asthma
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Uso infantil de dispositivos móviles: Influencia del nivel socioeducativo materno
|
|
|
|
In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 64, 2020, pags. 21-28 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The Journey Through Childbirth Pain: The Experiences of Indian and Vietnamese Women Living in Australia
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
The Experiences Entailed by the Intersectionality of Korean (Im)migrant Mothers’ Multi-identities in Layered Contact Zones of the United States
|
|
|
|
In: INTESOL Journal; Vol. 17 No. 1 (2020): Equity and Access for Language Learners ; 2373-8936 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Mamás as Policymaking Partners? A Case Study of Latina Immigrant Mothers of Emergent Bilinguals Engaged in Districtwide Decision Making
|
|
|
|
Abstract:
Participatory policymaking has been promoted as an approach that can help address inequities within public education systems. In theory, it disrupts traditional hierarchies of power by distributing decision-making authority among a broader group of stakeholders (Anderson, 1998; Fung, 2004). Through meaningful dialogue and deliberation, participatory policymaking can lead to better informed, responsive policies (Fung, 2004; Olivos, 2006; Trujillo, 2012). This theoretical perspective is reflected in California's education law, the Local Control and Accountability Plan (LCAP). The LCAP requires districts to include historically marginalized families when developing, evaluating, and updating districtwide plans that describe the goals, programs, and investments made to support student learning and outcomes (Cal. Educ Code § 52060). Moreover, the law mandates that superintendents include District English Learner Advisory Committees (DELACs), parent-led committees focused on the needs of EL students, in their district LCAP processes (California Department of Education, 2018a). Yet, scholars have found long-standing trouble schools have had communicating with, connecting to, and involving parents of EL students (Gándara & Contreras, 2009; Gándara, Maxwell-Jolly, & Driscoll, 2005) and the habitual devaluing of Latin@ immigrant families (Olivos, 2006; Yosso, 2006). It is within this context that the LCAP is being implemented.This dissertation centers 14 Latina immigrant mamás (mothers) active in their district's DELAC. Drawing on meeting observations, interviews, pláticas, and document analyses, this yearlong case study examines the involvement of las mamás during 2016-2017. What emerges are accounts of struggles to preserver in the face of suppression and control. Findings highlight factors that prompted these particular mamáss to become involved in district committees: their aspirations for their children's success in school, their desires to understand how to navigate the U.S. education system, invitations from staff and colleagues, and the initial experiences many of them had with Head Start and/or the Migrant Education Program. Mamás recognized their role and purpose as parent representatives who were at these meetings to advocate for the needs of EL students districtwide. Las mamás were also cultural brokers (Ishimaru, 2006), who through a variety of ways were building capacity and capital among Latin@ parents in the district. While district officials expressed an interest in wanting to involve parents in LCAP processes, their actions created tremendous barriers that ultimately overtook the efforts of mamás who wanted to be heard and included. Findings from this study can inform future research and practice on ways to create meaningful processes that bring in Latin@ immigrant parents as policymaking partners.
|
|
Keyword:
District Advisory Committees; District-Parent Partnerships; Education policy; Latina Immigrant Mothers; Participatory Policymaking
|
|
URL: https://escholarship.org/uc/item/5q9984mr
|
|
BASE
|
|
Hide details
|
|
|
| 20 |
Mamás as Policymaking Partners? A Case Study of Latina Immigrant Mothers of Emergent Bilinguals Engaged in Districtwide Decision Making
|
|
|
|
In: Porras, Diana Alicia. (2019). Mamás as Policymaking Partners? A Case Study of Latina Immigrant Mothers of Emergent Bilinguals Engaged in Districtwide Decision Making. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/5q9984mr (2019)
|
|
BASE
|
|
Show details
|
|
|
|
|
