ATTENTION: The works hosted here are being migrated to a new repository that will consolidate resources, improve discoverability, and better show UTA's research impact on the global community. We will update authors as the migration progresses. Please see MavMatrix for more information.
Recent Submissions
-
Hungerford-Kresser, Holly (2014-Sprin)
Students need more opportunities to learn how to respond to and counter forms of everyday racism. This qualitative study addresses that need by investigating how one peer-led group engaged in dialogue about issues of race ...
-
Maloch, Beth; Worthy, Jo; Hampton, Angela; Jordan, Michelle; Hungerford-Kresser, Holly; Semingson, Peggy (National Council of Teachers of EnglishDepartment of Curriculum and Instruction, 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 ...
-
Hungerford-Kresser, Holly (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 ...
-
Hungerford-Kresser, Holly; Amaro-Jiménez, Carla (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 ...
-
Hungerford-Kresser, Holly (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 ...