Educational Issues and Effective Practices for Hispanic Students

Waxman, Hersholt C.; Padrón, Yolanda N.; García, Andres F.

doi:10.1007/0-387-44611-7_8

Cited by 19 publications

(3 citation statements)

References 21 publications

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“…As such, discourse around culturally different children fixes cultural identity upon students of colour, and, in effect, governs the practices that order children, structuring what it is possible for us to think about them and for them to think about themselves, determining what they can and cannot become (Popkewitz 2009). For example, research that describes African American children as responsive to movement and verve (Carter et al 2008;Cole and Boykin 2008) and African American and Hispanic children as more successful in group activities than individual assignments (Waxman et al 2007;Hurley et al 2009), may be true about some children in these groups, some of the time. Surely, however, there are some African American and Hispanic children who do not respond positively to these pedagogies, as well as some white children who do.…”

Section: Difference As a System Of Reasonmentioning

confidence: 99%

Good Teaching? An examination of culturally relevant pedagogy as an equity practice

Schmeichel¹

2012

Journal of Curriculum Studies

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The adoption of educational policy measures to close the achievement gap, as well as the significant amount of scholarship dedicated to the subject, are just some of the indicators that reflect the tremendous concern in education about the academic performance of students of colour. Within research aimed at promoting equitable practices in education, culturally relevant teaching has emerged as a good teaching strategy to improve achievement. Using genealogical methods to examine the ways in which culture has become relevant to classroom practice, the author argues that that the perceived difference from white students that made it possible to conceive of children of colour as culturally deficit in the 1960s is also invoked in more recent literature that promotes attending to culture as an equity strategy. The take-up of culturally relevant teaching as something that a teacher can 'do', instead of a critical stance that a teacher takes, is also examined and critiqued.

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Section: Difference As a System Of Reasonmentioning

confidence: 99%

Good Teaching? An examination of culturally relevant pedagogy as an equity practice

Schmeichel¹

2012

Journal of Curriculum Studies

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“…The principals who participated in this study indicated that their teachers needed more professional development on how to support ELLs in their classrooms. It appears, however, that principals also need more professional development on research on effective programs and instructional practices for ELLS (Waxman & Padrón, 2002;Waxman, Padrón, & Garcia, 2007). The findings from this study suggest that principals need to become more knowledgeable on how to support their teachers to meet the needs of a growing student population and close the achievement gap between native English speakers and ELLs.…”

Section: Discussionmentioning

confidence: 79%

Investigating Principals’ Knowledge and Perceptions of Second Language Programs for English Language Learners

Padrón¹,

Waxman²

2016

IJELM

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This study examined principals’ knowledge and perceptions of second language programs for English language learners (ELLs) operating in their schools. An open-ended survey and in-depth interviews were used to examine elementary school principals’ knowledge of the second language programs implemented at their schools. The survey asked principals about the strengths and challenges accompanying the program model currently implemented in their school(s), both anticipated and unanticipated of the program, and the staffing and professional development needed to improve the program. The interview asked similar questions to those on the survey and additional questions about the specific second language program(s) operating in their schools. Results indicated that principals had very limited knowledge about how the second language program(s) operating in their schools. Generally, principals attributed the success of their second language programs to the teachers in the program. The lack of knowledge about how to properly implement second language program is of concern since it is important for principals to be instructional leaders in their schools. Knowing how teachers should implement second language programs appropriately can assist principals in providing support to teachers as well as determining the type of training that their teachers may need in working more effectively with second language students.

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“…According to Waxman et al (2007), the common model used in classrooms with a high population of Hispanic students is the direct instructional approach where teachers control the whole process and there is not much student involvement in their own learning (Haberman, 1991). Waxman, Padrón, and Arnold (2001) called this instructional strategy as "pedagogy of poverty," because teachers promote students' low level of cognition where they are passive about learning.…”

Section: Hispanic Students In Elementary School Sciencementioning

confidence: 99%

Examining Hispanic students' science learning in an argument-based inquiry classroom

Aguirre-Mendez¹

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v Glory, I have done all of this for you. I want you to see that you can achieve all you want in your life. You have all the potential in the world. I want you to do all that gives you passion in life and I want you to enjoy life at the same time. Lucas, this is for you too. You are so special that later when you are able to read you will know I did this for you. Finally, I am deeply and highly grateful to my husband, Carlos; I love you and appreciate your encouragement from the first moment to pursue my PhD. Thanks for the sacrifices you made during my whole graduate program. Without your help and unconditional love, this would not have been possible. vi ABSTRACT The Hispanic population in the United States experiences many challenges in education that have placed them behind their Euro-American counterparts in terms of achievement. These challenges are associated with socioeconomic status and family structure, educational expectations, and low-quality schooling in the elementary grades. The purpose of this study was to examine how Hispanic students construct science learning in an argument-based inquiry classroom. This research constituted a qualitative case study grounded in a sociocultural constructivist framework. Data was collected using a variety of qualitative techniques, including nonparticipant observations, analysis of semi-structured interviews, audio recordings, and transcription. The focal participants of this study were three Hispanic students, two in fifth grade and one in fourth grade. Findings indicated that the two aspects of an argument-based inquiry approach (laboratory activities and cooperative negotiation) impacted students' learning in science under diverse factors. These factors included importance of dialogue, importance of classroom setting (grouping and time allotment), and importance of various learning tools. Students also encountered particular challenges while they were involved in this learning context. These challenges involved developing connections between claims and evidence, classroom routines and decisions, administrative decisions of the school, issues associated with group conforming or pairing up students, and language issues. This study provides implications for science education policies, teaching practices, and research in science learning improvement for minority students.

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Educational Issues and Effective Practices for Hispanic Students

Cited by 19 publications

References 21 publications

Good Teaching? An examination of culturally relevant pedagogy as an equity practice

Good Teaching? An examination of culturally relevant pedagogy as an equity practice

Investigating Principals’ Knowledge and Perceptions of Second Language Programs for English Language Learners

Examining Hispanic students' science learning in an argument-based inquiry classroom

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