Pub Date : 2023-12-18DOI: 10.1080/15348431.2023.2289902
George A. Diaz, Stephen Silverman
The attitudes physical education students have about the subject influences their level of engagement in and out of class as well as their overall physical activity, which impacts their health and ...
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Pub Date : 2023-12-14DOI: 10.1080/15348431.2023.2291682
Georgia Morrison
Diasporic Indigenous students are increasingly present in K-12 classrooms in the United States, but a failure to identify their linguistic and cultural backgrounds accurately forces their absence f...
{"title":"Literature Review: The Impact of Invisibility on Diasporic Indigenous Students in K-12 Settings","authors":"Georgia Morrison","doi":"10.1080/15348431.2023.2291682","DOIUrl":"https://doi.org/10.1080/15348431.2023.2291682","url":null,"abstract":"Diasporic Indigenous students are increasingly present in K-12 classrooms in the United States, but a failure to identify their linguistic and cultural backgrounds accurately forces their absence f...","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"12 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138692757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.1080/15348431.2023.2295504
La Ode Aldy
Published in Journal of Latinos and Education (Ahead of Print, 2023)
发表于《拉美人与教育期刊》（2023 年，提前出版）
{"title":"Learning by Design and Second Language Teaching: Theory, Research, and Practice","authors":"La Ode Aldy","doi":"10.1080/15348431.2023.2295504","DOIUrl":"https://doi.org/10.1080/15348431.2023.2295504","url":null,"abstract":"Published in Journal of Latinos and Education (Ahead of Print, 2023)","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"37 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138693312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.1080/15348431.2023.2293946
Andi Hidayat Thamrin
Published in Journal of Latinos and Education (Ahead of Print, 2023)
发表于《拉美人与教育期刊》（2023 年，提前出版）
{"title":"Language Education in Multilingual Colombia: Critical Perspectives and Voices from the Field","authors":"Andi Hidayat Thamrin","doi":"10.1080/15348431.2023.2293946","DOIUrl":"https://doi.org/10.1080/15348431.2023.2293946","url":null,"abstract":"Published in Journal of Latinos and Education (Ahead of Print, 2023)","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"4 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1080/15348431.2023.2289910
Sharizan Sharizan, Andi Hidayat Thamrin, Riris Handayani, Fani Nabila Titania
Published in Journal of Latinos and Education (Ahead of Print, 2023)
发表于《拉丁美洲人与教育杂志》(2023年出版前)
{"title":"Decolonizing applied linguistics research in Latin America","authors":"Sharizan Sharizan, Andi Hidayat Thamrin, Riris Handayani, Fani Nabila Titania","doi":"10.1080/15348431.2023.2289910","DOIUrl":"https://doi.org/10.1080/15348431.2023.2289910","url":null,"abstract":"Published in Journal of Latinos and Education (Ahead of Print, 2023)","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"5 2","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-18DOI: 10.1080/15348431.2023.2274847
Tony Bobadilla
Autism Spectrum Disorder (ASD) has a profound impact on millions of families in the United States. While Hispanic families represent the most rapidly growing demographic group within this populatio...
{"title":"Hispanic Parents’ Experience Raising Children with an Autism Spectrum Disorder: A Comparative Study","authors":"Tony Bobadilla","doi":"10.1080/15348431.2023.2274847","DOIUrl":"https://doi.org/10.1080/15348431.2023.2274847","url":null,"abstract":"Autism Spectrum Disorder (ASD) has a profound impact on millions of families in the United States. While Hispanic families represent the most rapidly growing demographic group within this populatio...","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"55 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-13DOI: 10.1080/15348431.2023.2268741
Juan F. Carrillo, Robert R. Martinez
ABSTRACTThis article examines the role of sport as it pertains to Latino male faculty. Specifically, we offer a contribution to the dearth of scholarship at the intersections of sport and how Latino male faculty make sense of their identities and academic journeys. The use of sport as a reference for understanding Latinx faculty identity is for the most part non-existent within education research that is focused on Latino males. Drawing from this context, we offer this piece as a means by which to examine sport with links to family, community, faculty navigation and resistance skills.KEYWORDS: Latino MalesSportsHigher Education Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"<i>I Gotta Represent My Community</i> : Latino Male Faculty, Sports, and the Politics of the “Game”","authors":"Juan F. Carrillo, Robert R. Martinez","doi":"10.1080/15348431.2023.2268741","DOIUrl":"https://doi.org/10.1080/15348431.2023.2268741","url":null,"abstract":"ABSTRACTThis article examines the role of sport as it pertains to Latino male faculty. Specifically, we offer a contribution to the dearth of scholarship at the intersections of sport and how Latino male faculty make sense of their identities and academic journeys. The use of sport as a reference for understanding Latinx faculty identity is for the most part non-existent within education research that is focused on Latino males. Drawing from this context, we offer this piece as a means by which to examine sport with links to family, community, faculty navigation and resistance skills.KEYWORDS: Latino MalesSportsHigher Education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":"23 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1080/15348431.2023.2279588
Debalina Maitra, Steven McGee, Randi McGee-Tekula, Catherine McGee
ABSTRACTThe goal of this qualitative research is to understand equitable teaching practices of computer science classrooms in the Chicago Public Schools through the video analysis specifically for the Latinx students. Data was collected through video recording from 10 different CPS classrooms. The videos were analyzed qualitative to determine the inquiry driven equitable practices. Though the equitable practices were identified based on the classroom video analysis, literature review on equitable practices and core ECS philosophy informed us to recognize and group the themes and their indicators of equity. This research plays a crucial role in terms of informing the current equitable teaching practices based on the videos in ECS classrooms in Chicago, also the research identifies a need to study further cultural references in terms of teaching computer science curriculum. This research has significance for designing professional development for marginalized population in computer science and possibly for other STEM areas.KEYWORDS: Latinx studentsequitable pedagogylatinx educationcomputer science educationSTEM educationresearch practice partnership in CS Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors were supported in part by National Science Foundation grants CNS-1543217 and CNS-1738572 to The Learning Partnership. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of NSF.
{"title":"Investigating the Equity Imperative in High School Computer Science Curriculum for Latinx Students","authors":"Debalina Maitra, Steven McGee, Randi McGee-Tekula, Catherine McGee","doi":"10.1080/15348431.2023.2279588","DOIUrl":"https://doi.org/10.1080/15348431.2023.2279588","url":null,"abstract":"ABSTRACTThe goal of this qualitative research is to understand equitable teaching practices of computer science classrooms in the Chicago Public Schools through the video analysis specifically for the Latinx students. Data was collected through video recording from 10 different CPS classrooms. The videos were analyzed qualitative to determine the inquiry driven equitable practices. Though the equitable practices were identified based on the classroom video analysis, literature review on equitable practices and core ECS philosophy informed us to recognize and group the themes and their indicators of equity. This research plays a crucial role in terms of informing the current equitable teaching practices based on the videos in ECS classrooms in Chicago, also the research identifies a need to study further cultural references in terms of teaching computer science curriculum. This research has significance for designing professional development for marginalized population in computer science and possibly for other STEM areas.KEYWORDS: Latinx studentsequitable pedagogylatinx educationcomputer science educationSTEM educationresearch practice partnership in CS Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors were supported in part by National Science Foundation grants CNS-1543217 and CNS-1738572 to The Learning Partnership. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of NSF.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":" 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1080/15348431.2023.2276781
Judith L. Perrigo, Carolina Villamil Grest, Taylor Harris, Anya Samek
Under current and prominent definitions, the rates of parental involvement among Hispanic/Latino families have been historically low. However, empirical evidence suggests that parental involvement can be perceived/practiced in varied ways. This work explored these perceptions held by Spanish-speaking Hispanic/Latino families through focus groups (n = 10) and individual interviews (n = 23) with parents of school-age children. Findings suggest that Spanish-speaking parents define parental involvement to include the emphasis of educación (a recognition that children’s moral compasses and respectful behavior are a part of their formal education) and a parent-centered approach (involving the children in the parents everyday life), while navigating language barriers. Both Spanish- and English-speaking parents endorsed low parent-teacher communication and strong educational aspirations for their children. That is, parents expressed wanting their children to have a better life than the lives the parents have experienced themselves. This study offers empirical evidence that Spanish-speaking families are highly involved in their children’s academic development and perceive themselves to play a critical role in their children’s educational success. A shared understanding of values including culturally responsive measures to assess diverse parental involvement practices and adopting a cultural lens among teachers/educators is needed to accommodate diverse cultural parental involvement practices. Study findings can inform policies and practice to help pre-service teachers and educators to understand factors that determine Spanish-speaking families’ engagement in school-based parental involvement.
{"title":"Spanish-Speaking Hispanic/Latino Families Education-Related Parental Involvement Practices","authors":"Judith L. Perrigo, Carolina Villamil Grest, Taylor Harris, Anya Samek","doi":"10.1080/15348431.2023.2276781","DOIUrl":"https://doi.org/10.1080/15348431.2023.2276781","url":null,"abstract":"Under current and prominent definitions, the rates of parental involvement among Hispanic/Latino families have been historically low. However, empirical evidence suggests that parental involvement can be perceived/practiced in varied ways. This work explored these perceptions held by Spanish-speaking Hispanic/Latino families through focus groups (n = 10) and individual interviews (n = 23) with parents of school-age children. Findings suggest that Spanish-speaking parents define parental involvement to include the emphasis of educación (a recognition that children’s moral compasses and respectful behavior are a part of their formal education) and a parent-centered approach (involving the children in the parents everyday life), while navigating language barriers. Both Spanish- and English-speaking parents endorsed low parent-teacher communication and strong educational aspirations for their children. That is, parents expressed wanting their children to have a better life than the lives the parents have experienced themselves. This study offers empirical evidence that Spanish-speaking families are highly involved in their children’s academic development and perceive themselves to play a critical role in their children’s educational success. A shared understanding of values including culturally responsive measures to assess diverse parental involvement practices and adopting a cultural lens among teachers/educators is needed to accommodate diverse cultural parental involvement practices. Study findings can inform policies and practice to help pre-service teachers and educators to understand factors that determine Spanish-speaking families’ engagement in school-based parental involvement.","PeriodicalId":16280,"journal":{"name":"Journal of Latinos and Education","volume":" 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-07DOI: 10.1080/15348431.2023.2274851
Javier Cavazos Vela, Federico Guerra, Zulmaris Diaz, Mehmet A. Karaman, Elizabeth Zamora
ABSTRACTPositive psychology is a valuable framework for understanding teacher candidates’ mental health perceptions. In the current study, we examined how the presence of meaning in life, search for purpose in life, psychological grit, and hope influenced teacher candidates’ subjective happiness and depressive symptoms in a Hispanic Serving Institution. Using multiple regression analysis, findings indicated that hope and psychological grit were significant predictors of subjective happiness. Results also suggest that psychological grit was related to depressive symptoms. As well as providing recommendations for future research, we discuss the significance of these findings.KEYWORDS: Positive psychologymental healthteacher candidatesteachers AcknowledgementWe were awarded a Teacher Preparation Transformation Special Interest Research Group (Transformation SIRGs) in the College of Education and P-16 Integration at The University of Texas Rio Grande Valley.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was funded through a Branch Alliance for Educator Diversity (BranchED) grant.
摘要积极心理学是理解教师候选人心理健康感知的重要框架。在本研究中，我们考察了生活意义的存在、生活目标的寻找、心理勇气和希望如何影响西班牙裔服务机构教师候选人的主观幸福感和抑郁症状。多元回归分析结果表明，希望和心理勇气是主观幸福感的显著预测因子。结果还表明，心理勇气与抑郁症状有关。除了对未来的研究提出建议外，我们还讨论了这些发现的意义。关键词:积极心理健康教师候选人教师致谢我们被授予德克萨斯大学格兰德谷分校教育与P-16整合学院教师准备转型特殊兴趣研究小组(Transformation sigs)。披露声明作者未报告潜在的利益冲突。本研究由教育工作者多样性分支联盟(Branch Alliance for educators Diversity，简称Branch)资助。
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