The student population in the United States is rapidly changing; in 2004-2005, approximately 5.1m... more The student population in the United States is rapidly changing; in 2004-2005, approximately 5.1million or 10.5 percent of the U.S. student population were English-language learners (Pearson, 2006).The National Center for Educational Statistics (NCES, 2003) revealed that 47 states provide Englishlanguage services to English language learners (ELLs) enrolled in public schools. California aloneeducates 1.6 million ELLs, one-third of all the nation’s ELLs, while in Texas more than half a millionstudents received ELL services, one in seven students (NCES). The problem is that a great number ofthese students are being served by teachers new to the field or that lack training in teachinglinguistically diverse students. According to Zeichner (2003), "only about one fourth of teachers whowork with English language learners nationally have received any substantive preparation with regardto ESL teaching strategies and language acquisition theory" (p. 494). Indeed, the National Cente...
This case study examined the context of one social studies methods course and its use of technolo... more This case study examined the context of one social studies methods course and its use of technology in instruction. The purpose was to determine to what extent pre-service teacher views and practice transformed to embrace technology use in their own teaching. The lens of Transformative Learning Theory (Mezirow, 2012) was used to analyze and describe the results of this embedded single case study. Results suggest that some transformation of beliefs occurred among participants, but that more sustained exposure and experience is needed for practice to change.
The following describes a culturally relevant mathematics and science content program implemented... more The following describes a culturally relevant mathematics and science content program implemented by preservice teachers (PSTs) at Family Math/Science Learning Events (FM/SLEs) conducted through two different university programs in south Texas. These experiences are required course activities designed to inform PSTs of the importance of interacting with Latino families' culture and language in after school settings. Data were collected from elementary PSTs attending FMLEs and include interactions recorded during the FMLE and interviews with Latino non-Englishspeaking parents after the event. Anecdotal data were also included from parents' interviews collected during culturally relevant Family Science Learning Events. Researchers investigated the following questions: (1) what did Latino parents and PSTs report learning from the FMLE and, (2) how do perceptions toward Latino parents change when PSTs are given the opportunity to interact with and interview Latino parents? Results show that PSTs perceptions of Latino parents can be changed through these events. Implications for teacher preparation programs include providing PSTs with opportunities for participation in FM/SLEs that incorporate planning and teaching culturally relevant math and science activities. The following model of acceptance requires PSTs to identify and reconstruct misconceptions and perceptions of parents, especially non-English-speaking Latino parents.
En este articulo se propone la utilizacion de la tutoria en pares como estrategia para facilitar ... more En este articulo se propone la utilizacion de la tutoria en pares como estrategia para facilitar la elaboracion de explicaciones mientras se aprende la ciencia. Los autores argumentan que, sistematicamente incluida dentro de la instruccion, la tutoria en pares permite que un estudiante con mayor dominio de la materia auxilie a un companero en el aprendizaje de la ciencia al mismo tiempo que ambos se involucran en la practica de todas las destrezas del lenguaje. A manera de ilustracion, los autores narran como una leccion de ciencias naturales se enriquecio con dos estrategias de tutoria: parejas de discusion guiada y parejas de tutoria multiedad. A traves de estas estrategias, los estudiantes aprendieron ciencia al tiempo que reconocieron los beneficios cognoscitivos que resultan de brindar explicaciones
Questioning techniques have historically been considered the measurement by which teachers challe... more Questioning techniques have historically been considered the measurement by which teachers challenge and gauge student learning. Much has been said about questioning strategies used by teachers; yet little is known about the strategies used by pre-service teachers, especially those that are working with English language learners. This study presents findings from a qualitative study that explored what types of questions pre-service teachers use and their reflections on the use of such strategies. Eight bilingual/ESL pre-service teachers in South Texas were videotaped during a math and a language arts lesson, attended focus groups, and participated in an exit interview. The findings revealed the type of questions used by the participants, how they made sense of their teaching, and how accountability measures influenced their teaching. This research recommends education programs to prepare future teachers to comply with what is required by the current reform without compromising their students' learning and thinking skills.
The student population in the United States is rapidly changing; in 2004-2005, approximately 5.1m... more The student population in the United States is rapidly changing; in 2004-2005, approximately 5.1million or 10.5 percent of the U.S. student population were English-language learners (Pearson, 2006).The National Center for Educational Statistics (NCES, 2003) revealed that 47 states provide Englishlanguage services to English language learners (ELLs) enrolled in public schools. California aloneeducates 1.6 million ELLs, one-third of all the nation’s ELLs, while in Texas more than half a millionstudents received ELL services, one in seven students (NCES). The problem is that a great number ofthese students are being served by teachers new to the field or that lack training in teachinglinguistically diverse students. According to Zeichner (2003), "only about one fourth of teachers whowork with English language learners nationally have received any substantive preparation with regardto ESL teaching strategies and language acquisition theory" (p. 494). Indeed, the National Cente...
This case study examined the context of one social studies methods course and its use of technolo... more This case study examined the context of one social studies methods course and its use of technology in instruction. The purpose was to determine to what extent pre-service teacher views and practice transformed to embrace technology use in their own teaching. The lens of Transformative Learning Theory (Mezirow, 2012) was used to analyze and describe the results of this embedded single case study. Results suggest that some transformation of beliefs occurred among participants, but that more sustained exposure and experience is needed for practice to change.
The following describes a culturally relevant mathematics and science content program implemented... more The following describes a culturally relevant mathematics and science content program implemented by preservice teachers (PSTs) at Family Math/Science Learning Events (FM/SLEs) conducted through two different university programs in south Texas. These experiences are required course activities designed to inform PSTs of the importance of interacting with Latino families' culture and language in after school settings. Data were collected from elementary PSTs attending FMLEs and include interactions recorded during the FMLE and interviews with Latino non-Englishspeaking parents after the event. Anecdotal data were also included from parents' interviews collected during culturally relevant Family Science Learning Events. Researchers investigated the following questions: (1) what did Latino parents and PSTs report learning from the FMLE and, (2) how do perceptions toward Latino parents change when PSTs are given the opportunity to interact with and interview Latino parents? Results show that PSTs perceptions of Latino parents can be changed through these events. Implications for teacher preparation programs include providing PSTs with opportunities for participation in FM/SLEs that incorporate planning and teaching culturally relevant math and science activities. The following model of acceptance requires PSTs to identify and reconstruct misconceptions and perceptions of parents, especially non-English-speaking Latino parents.
En este articulo se propone la utilizacion de la tutoria en pares como estrategia para facilitar ... more En este articulo se propone la utilizacion de la tutoria en pares como estrategia para facilitar la elaboracion de explicaciones mientras se aprende la ciencia. Los autores argumentan que, sistematicamente incluida dentro de la instruccion, la tutoria en pares permite que un estudiante con mayor dominio de la materia auxilie a un companero en el aprendizaje de la ciencia al mismo tiempo que ambos se involucran en la practica de todas las destrezas del lenguaje. A manera de ilustracion, los autores narran como una leccion de ciencias naturales se enriquecio con dos estrategias de tutoria: parejas de discusion guiada y parejas de tutoria multiedad. A traves de estas estrategias, los estudiantes aprendieron ciencia al tiempo que reconocieron los beneficios cognoscitivos que resultan de brindar explicaciones
Questioning techniques have historically been considered the measurement by which teachers challe... more Questioning techniques have historically been considered the measurement by which teachers challenge and gauge student learning. Much has been said about questioning strategies used by teachers; yet little is known about the strategies used by pre-service teachers, especially those that are working with English language learners. This study presents findings from a qualitative study that explored what types of questions pre-service teachers use and their reflections on the use of such strategies. Eight bilingual/ESL pre-service teachers in South Texas were videotaped during a math and a language arts lesson, attended focus groups, and participated in an exit interview. The findings revealed the type of questions used by the participants, how they made sense of their teaching, and how accountability measures influenced their teaching. This research recommends education programs to prepare future teachers to comply with what is required by the current reform without compromising their students' learning and thinking skills.
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