Now showing items 1-4 of 4
Urban-schooled Latina/os, Academic Literacies and Identities: (Re)Conceptualizing College Readiness
(The University of Pennsylvania Graduate School of Education's Online Urban Education Journal, 2012)
This qualitative case study focuses on the early college experiences of five Latina/o urban-schooled students who graduated in the top 10% of their high school class, guaranteeing them admission into a prestigious four ...
Portraits of Practice: A Cross-Case Analysis of Two First-Grade Teachers and Their Grouping Practices
(National Council of Teachers of English, 2013-02)
his interpretive study provides a cross-case analysis of the literacy instruction of two first-grade teachers, with a particular focus on their grouping practices. One key finding was the way in which these teachers drew ...
Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom
(International Reading Association, 2011-12)
The article overviews a longitudinal study conducted by three teachers in which they incorporated blogging as an instructional strategy. According to the article, the goal of the authors was to provide students with the ...
Navigating Early College: Literacy Experiences and Identity Negotiations of Latina/o Students
(College Literacy and Learning Special Interest Group of the International Reading Association, 2010)
This research provides insight into the adjustments of urban-schooled Latina/o students as they enter higher education. This year-and-a-half-long qualitative case study focuses on connections between identity negotiations ...