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Academic literature on the topic 'Mexican American students Teacher effectiveness Teachers'
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Journal articles on the topic "Mexican American students Teacher effectiveness Teachers"
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García, Nicolas, and Anthony Gonzales. "Cinco Dedos: A Mexican American Studies Framework." Association of Mexican American Educators Journal 15, no. 2 (September 3, 2021): 85–103. http://dx.doi.org/10.24974/amae.15.2.424.
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Mexican American Studies (MAS) courses have been criticized for many years. Legislation in Arizona and Texas have attempted to ban the content. This article pushes back on this attempt of oppression and offers MAS teachers a framework to apply when teaching the content. Using a timeline to depict the years of attempts for Mexican American Studies to be approved, we offer practitioners and researchers an Ethnic Studies framework particularly with MAS courses. Using cultural art, poetry, and literature, MAS teachers can benefit from using the Cinco Dedos framework especially at the secondary (6-12) grade levels. This framework prepares MAS teachers to utilize various Chicanx histories to tell the stories of Mexican American heroes not talked about in traditional American history courses. This article also provides tools to use in secondary MAS classrooms that highlight Mexican American culture for students provided by a MAS teacher. One of the founders of the framework uses this in his MAS course at a high school located in San Antonio, TX.
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Velázquez, Virna, and Edgar Emmanuell García-Ponce. "Foreign Language Planning: The Case of a Teacher/Translator Training Programme at a Mexican University." Profile: Issues in Teachers´ Professional Development 20, no. 2 (July 1, 2018): 79–94. http://dx.doi.org/10.15446/profile.v20n2.65609.
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The present article reports on a study that set out to investigate the effectiveness of strategies and decisions formulated in foreign language planning to ensure learners’ language achievement in a higher education context which trains learners to become English or French teachers or translators. By drawing on data collected from simulated proficiency tests and interviews with students, teachers, and administrators, the findings show that the foreign language goals have not been met as stipulated in the curriculum, and that there are several shortcomings in the foreign language planning that need the educational community’s consideration. This article also discusses some factors that should be considered in foreign language planning in order to meet language goals in educational contexts.
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Belmaz, Yaroslava. "CRITERIA OF EFFICIENCY OF HIGHER EDUCATION TEACHERS (US AND GREAT BRITAIN EXPERIENCE)." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 74–81. http://dx.doi.org/10.51706/2707-3076-2019-1-8.
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The article deals with the work efficiency issue of a higher education teacher. The author analyzes the main criteria for determining the efficiency of a higher education teacher in the US and Great Britain. It is established that a significant amount of research on the effectiveness of teachers’ work is associated with a study of the validity of determining the rating of teachers among students. It was determined that the student rating of teachers is highly correlated with the personal qualities of the teacher, student achievement, student rating and assessment of teachers by the same students after a few years. The author emphasizes that it is impossible to evaluate teaching objectively, based on one source of information. American scientists identify the so-called triad of sources for the effective evaluation of higher education teachers: students, colleagues, and self-evaluation.
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Acosta, Melanie M. "The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators." Journal of Teacher Education 70, no. 1 (October 24, 2018): 26–38. http://dx.doi.org/10.1177/0022487118808512.
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Research has documented that effective Black educators ignite the torch and light the path toward effectively meeting the needs of all students, particularly African American. However, descriptions of “highly qualified” teachers often ignore the critical insights and practices that undergird the success of Black teachers, and one consequence of this pedagogical negligence has been the professional alienation of effective Black female educators. This article shares findings from a study with five community-nominated Black female teachers, and uses the theories of intersectionality and positionality, along with discourse analysis, to investigate the groups’ perceptions of their professional positionality. Findings reveal a distinctive narrative in which participants expressed being positioned in ways that reflect negative stereotypical images of Black women despite their effectiveness in promoting student success. Implications and recommendations for teacher effectiveness research, teacher preparation, and teacher quality policy are included.
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Stewart, Alan E., John A. Knox, and Pat Schneider. "Reaching Students and Parents Through Weather Science and Safety Workshops for Teachers." Bulletin of the American Meteorological Society 99, no. 8 (August 2018): 1545–55. http://dx.doi.org/10.1175/bams-d-17-0114.1.
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AbstractWeeklong weather science and safety workshops were conducted with 66 teachers of kindergarten through eighth grade (K–8) in three Georgia counties using the American Red Cross (ARC) Masters of Disaster (MoD) curriculum. The workshop goals included building teacher interests in the MoD, increasing teacher knowledge about the MoD curriculum, increasing and evaluating its use by teachers, disseminating information about it to other teachers, evaluating students’ weather science and safety knowledge, and evaluating students’ and families’ weather safety behavior. Workshop participation produced significant increases in teachers’ knowledge about the MoD curriculum, their general knowledge of weather science and safety, and self-efficacy in teaching their students about severe weather. In the year following the workshops, at least 32 teachers from the workshops delivered 178 MoD lessons to 2,465 students in K–8. In a sample of 291 students whose teachers delivered an MoD lesson on lightning, tornadoes, hurricanes, or floods, students obtained a mean of 60% correct responses on a comprehensive postlesson follow-up test. In a follow-up study with a subsample of 94 parents whose children received instruction from the MoD curriculum, 71% of the families indicated that they had developed safety plans and took additional steps (e.g., assembled safety kits, identified evacuation routes, and/or gathered supplies) to prepare for severe weather. This project is thought to be the first of its kind to demonstrate systematically the effectiveness of weather science and safety education for teachers, their students, and the students’ parents.
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Byrd, Arynn S., and Jennifer A. Brown. "An Interprofessional Approach to Dialect-Shifting Instruction for Early Elementary School Students." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 139–48. http://dx.doi.org/10.1044/2020_lshss-20-00060.
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Purpose Dialect-shifting has shown promise as an effective way to improve academic outcomes of students who speak nonmainstream dialects such as African American English (AAE); however, limited studies have examined the impacts of an interprofessional approach with multiple instructional methods. In this study, we developed a dialect-shifting curriculum for early elementary school students who speak AAE and evaluated the curriculum for feasibility and preliminary impacts. Method Forty-one kindergarten, first-, second-, and third-grade students and their teachers in one elementary school participated in a 7-week dialect-shifting instruction co-taught by the classroom teachers and a speech-language pathology graduate clinician. Students' use of dialect-shifting and dialect density was measured by calculating dialect density measures in retells presented in AAE and mainstream American English and responses to situational dialect-shifting and applied dialect-shifting tasks. Teacher surveys and interviews about the feasibility and perceived impacts were conducted. Results Initial impacts of the curriculum demonstrated increased dialect awareness for all students, with grade-level differences when students were asked to explicitly dialect-shift. In particular, second- and third-grade students were more proficient at dialect-shifting AAE features included in the curriculum. Additionally, high rates of administrator, teacher, and student satisfaction, teacher generalization, and maintenance of incorporating contrastive analysis instruction into class activities were reported. Conclusions Literacy and play-based instruction are feasible methods to create a dialect-shifting curriculum tailored to younger students. Furthermore, the feasibility and effectiveness of the curriculum were supported by an interprofessional approach. Supplemental Material https://doi.org/10.23641/asha.13524317
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Romo, Laura F., and Aída Hurtado. "Mexican Immigrant Mother-Daughter Conversations: Sexual Delay as a Path to Educational Achievement." Association of Mexican American Educators Journal 14, no. 1 (June 16, 2020): 71–95. http://dx.doi.org/10.24974/amae.14.1.352.
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In this article, we examine through quantitative and qualitative analyses Mexican immigrant mothers’ conversations about dating and sex with their teenage daughters who were not sexually active at the time of the study. The results of our mixed-methods study indicate that mothers give their daughters consejos (advice) restricting sex initiation embedded within messages that stress the importance of education as a means to achieve self-sufficiency and freedom. These messages of sexual restriction for the purpose of educational achievement and liberation are important for building a bridge of collaboration with teachers and schools to ensure the educational success of Mexican American female students. Our study examines whether the mothers’ consejos on sexual delay to achieve educational success results in their daughters’ postponement of sexual engagement for another year. We conclude by outlining the implications of our findings for teacher training.
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Gusthart, J. Len, Ivan M. Kelly, and Judith E. Rink. "The Validity of the Qualitative Measures of Teaching Performance Scale as a Measure of Teacher Effectiveness." Journal of Teaching in Physical Education 16, no. 2 (January 1997): 196–210. http://dx.doi.org/10.1123/jtpe.16.2.196.
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The purpose of this study was to determine the relationship between the Qualitative Measures of Teaching Performance Scale (QMTPS; Rink & Werner, 1989) and teacher effectiveness in producing student achievement. The QMTPS focuses primarily on variables related to teacher clarity and task presentation. Nine middle school generalist (classroom) teachers were asked to teach the volleyball forearm pass and serve over eight lessons as part of their normal curriculum. Students were pre- and posttested on the serve and forearm pass using the American Alliance for Health, Physical Education and Recreation (1969) volleyball tests. All lessons were videotaped and were coded using the QMTPS instrument. The relationship between the QMTPS total score and student achievement was significant for the forearm pass and for the serve. The authors concluded that the QMTPS was a valid measure of teacher effectiveness when the total QMTPS score for several lessons was used.
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Zhang, Yuan. "International teaching assistants’ identity as instructors and rapport with American students." Journal of Politeness Research 15, no. 1 (February 4, 2019): 121–47. http://dx.doi.org/10.1515/pr-2016-0001.
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Abstract This study investigates whether international teaching assistants (ITAs), compared to American teaching assistants (ATAs), lack any rapport norms that may affect their teaching effectiveness and, if yes, what may cause their lack of those teaching rapport norms. Based on the rapport management theory from Spencer-Oatey (2000, 2008), teaching rapport in this study is delineated in terms of valued attributes as well as rights and obligations of both teachers and students. The data of this study consists of one-on-one interviews with 9 ITAs and 11 ATAs in regard to their self-perceived teaching rapport work and norms. The information from the ITA group was elicited in both the contexts of their country of origin and America and that from the ATA group was only in the American context. The comparison of self-perceived teaching rapport norms between the two groups shows that like ATAs, ITAs are familiar with the norms of teacher and student rights and obligations in American teaching. However, different from ATAs, ITAs do not value other teacher and student attributes beyond their perceived obligations for each role. The differences between ITAs’ self-perceived rapport work and norms in America and in their home country suggest that ITAs’ lack of these rapport norms may be caused by their resistance to the expected instructor identity and/or their mixed feelings about how invested they should be in the expected instructor identity. The findings have pedagogical implications for ITA training, second language acquisition, and English for specific purposes.
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Servoss, Timothy J. "School Security and Student Misbehavior." Youth & Society 49, no. 6 (December 12, 2014): 755–78. http://dx.doi.org/10.1177/0044118x14561007.
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Despite a nationwide trend to increase security measures in schools, their effectiveness in reducing or preventing student misbehavior remains largely unexamined. In addition, there is concern that increased security may have unintended negative side effects and is applied inequitably across students of disparate racial/ethnic backgrounds. The purpose of this study was to explore student differences between high- and low-security schools and to understand the relationship of security to student misbehavior. Data from 10,577 Grade 10 students from 504 public schools from the Education Longitudinal Study were examined. Numerous differences in students served by high- and low-security schools were noted; high-security schools were more likely to serve African American students. Security was negatively associated with student self-reported misbehavior but was unrelated to teacher ratings. Security interacted with race/ethnicity such that African American students were rated as having higher levels of disruptive and attendance-related misbehavior by teachers in schools with higher levels of security.
Dissertations / Theses on the topic "Mexican American students Teacher effectiveness Teachers"
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Howard, Tyrone Caldwell. "Pedagogical practices and ideological constructions of effective teachers of African American students /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7791.
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Sapien-Melchor, Rebecca Ruth. "Secondary special education teachers of Hispanic students with mild to moderate learning disabilities who are English language learners : their sense of efficacy and staff development needs." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/541.
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Research indicates that a teacher's sense of efficacy or capacity to teach directly affects student-teacher interaction and student achievement. Recent demographic changes affecting California public schools require educators to rethink teacher training to meet linguistic, cultural, and academic needs of an increasingly diverse population, especially teachers who directly instruct Hispanic students with mild to moderate learning disabilities who are English language learners. This study examines and analyzes the sense of efficacy of secondary special education teachers of the study population and determines their staff development needs. Thirty-six Sweetwater Union High School District Special Day Class and Resource Specialist teachers participated in the study. They completed demograpihc, teacher efficacy, and staff development questionnaires, which investigated these needs in three areas: (a) pedagogy, (b) crosscultural awareness, and (c) language acquisition. Vll Eleven ofthe 36 teachers participated in a structured interview. Traditional quantitative and qualitative methods of analysis were used. For each questionnaire item, descriptive statistics, including means, standard deviations, and frequencies were calculated. The qualitative data analysis, QSR NUD.IST (Non-numerical Unstructured Indexing Data) program was used for final analysis of interview transcripts. Respondents of the Teacher Efficacy Questionnaire reported a high sense of efficacy with little variance across questionnaire items regarding personal and professional efficacy. Teachers reported a high sense of efficacy on pedagogy, crosscultural awareness, and language acquisition. Respondents also reported satisfactory preparation in awareness, knowledge, and application level training in pedagogy, crosscultural awareness, and language acquisition provided by the local district. Classroom technical assistance and collaboration received poor ratings. Correlation results between teacher efficacy and staff development revealed no significant relationship. Teacher interviews revealed that current staff development practices seem unconnected to daily classroom practice. Recommended for future investigation is a research-based staff development program which focuses on narrowing the achievement and equity gaps for these students.
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Garza, Rebecca Elaine Scribner Jay D. "Successful, white, female teachers of Mexican American students." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1549/garzar25808.pdf.
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Garza, Rebecca Elaine. "Successful, white, female teachers of Mexican American students." Thesis, 2005. http://wwwlib.umi.com/cr/utexas/fullcit?p3174438.
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Davies, Jenefred Hederhorst 1946. "Emerging pride of place: Mexican American teacher candidates' perceptions and experiences within a historically Black university in Texas." Thesis, 2007. http://hdl.handle.net/2152/3196.
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Framed within a context of social justice, this ethnographic study queried seven Mexican American students who pursued teacher certification at a historically Black university (HBCU) in Central Texas. By examining the Mexican American students' perceptions, this study opens conversations to challenge the limited information known about Latino/as attending HBCUs and the programs that prepare preservice teachers of Color. Mexican American students and the HBCU both exist at a crossroads, an intersection of border spaces of race, class, ethnicity, gender, and ability. While border crossers defines the uniqueness of these Mexican American teacher candidates who live in contradictory realities, borderlands defines the HBCU as a site of resistance in the margins of higher education. A Black-White binary, therefore, not only is flawed but also obscures struggles common among Latinos, African Americans, and Others for an equitable education. Through interviews and small group sessions, the teacher candidates shared a high regard for educational achievement, work ethics, and teaching. From the coded data, their stories were analyzed through the lens of critical race theory, borderlands consciousness, and critical pedagogy. Although commonalities exist, each analytical perspective brought to the forefront variant aspects of race, class, gender, and abilities. Linked to these analytical frameworks was the notion of three selves: enduring, situated, and endangered, which helped to illuminate the nature of change and transformation. In tandem with the analyses were member and colleagues checks that helped to provide deeper interrogation and clarity. Findings reveal how race and class shape the teacher candidates' identities as well as the character of the university. Although the Mexican American preservice teachers bring rich cultural legacies and cross-cultural perspectives, their needs and interests are under-addressed by the institution. Yet for them, it was class disparities more than racial injustices that perpetuated problems inside and outside the HBCU. Nonetheless, these teacher candidates believe the validating experiences and cultural network, which they acquired at this HBCU, will support their teaching effectiveness in public schools. The strengths and findings of this study are therefore crucial to rethinking policies and practices as related to teacher education programs and HBCUs, and their impact on communities of Color.text