This ethnographic study explores how Latina/o English Language Learners (ELLs) in middle school math classes negotiated their learning. Using a reform-oriented, hands-on approach, it highlights the experiences of six ELLs and their teachers, focusing on identity, participation, and success in mathematical discourse.
This ethnographic study explores how Latina/o English Language Learners (ELLs) in middle school math classes negotiated their learning. Using a reform-oriented, hands-on approach, it highlights the experiences of six ELLs and their teachers, focusing on identity, participation, and success in mathematical discourse.
Taking a community of practice perspective that highlights the learner as part of a community, rather than a lone individual responsible for her/his learning, this ethnographically-influenced study investigates how Latina/o English Language Learners (ELLs) in middle school mathematics classes negotiated their learning of mathematics and mathematical discourse. The classes in which the Latina/o students were enrolled used a reform-oriented approach to math learning; the math in these classes was—to varying degrees—taught using a hands-on, discovery approach to learning where group learning was valued, and discussions in and about math were critical.
This book presents the stories of how six immigrant and American-born ELLs worked with their three teachers of varied ethnicity, education, experience with second language learners, and training in reform-oriented mathematics curricula to gain a degree of competence in the mathematical discourse they used in class. Identity, participation, situated learning, discourse use by learners of English as a Second Language (ESL), framing in language, and student success in mathematics are all critical notions that are highlighted within this school-based research.
Taking a community of practice perspective that highlights the learner as part of a community, rather than a lone individual responsible for her/his learning, this ethnographically-influenced study investigates how Latina/o English Language Learners (ELLs) in middle school mathematics classes negotiated their learning of mathematics and mathematical discourse. The classes in which the Latina/o students were enrolled used a reform-oriented approach to math learning; the math in these classes was—to varying degrees—taught using a hands-on, discovery approach to learning where group learning was valued, and discussions in and about math were critical.
This book presents the stories of how six immigrant and American-born ELLs worked with their three teachers of varied ethnicity, education, experience with second language learners, and training in reform-oriented mathematics curricula to gain a degree of competence in the mathematical discourse they used in class. Identity, participation, situated learning, discourse use by learners of English as a Second Language (ESL), framing in language, and student success in mathematics are all critical notions that are highlighted within this school-based research.
The first book to provide first-generation, low-income, and nontraditional students of color with insider knowledge on how to consider and navigate graduate school
Is Grad School for Me? is a calling card and a corrective to the lack of clear guidance for historically excluded students navigating the onerous undertaking of graduate school—starting with asking if grad school is even a good fit. This essential resource offers step-by-step instructions on how to maneuver the admissions process before, during, and after applying.
Unlike other guides, Is Grad School for Me? takes an approach that is both culturally relevant and community based. The book is packed with relatable scenarios, memorable tips, common myths and mistakes, sample essays, and templates to engage a variety of learners. With a strong focus on demystifying higher education and revealing the hidden curriculum, this guide aims to diversify a wide range of professions in academia, nonprofits, government, industry, entrepreneurship, and beyond.
MBA Lopez MIA
Get the Degree Without Losing Your Mind
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Written with professional insight into higher education, Get the Degree Without Losing Your Mind merges personal effectiveness disciplines with study skills techniques to help modern students manage their increasingly busy lives.
Today’s students are more distracted than ever before. With hacks to help students retrain their brains for maximum focus and concentration, Get the Degree Without Losing Your Mind connects with students of all backgrounds and experience levels, from traditional undergraduate and graduate students to student-athletes and trade school students, especially midcareer professionals pursuing part-time education. Every modern student can learn to become more successful and productive with Get the Degree Without Losing Your Mind.
By addressing academic advancement and personal effectiveness through a holistic lens, this educational resource helps students increase their focus, concentration, productivity, and performance without sacrificing other important aspects of their lives. Students who follow the advice in this book will be able to increase their impact inside and outside the classroom while seeking their life’s work.
Generative AI was not used in the writing of this book. The contents of this book are based solely on the author's knowledge, research, and personal experience.
Zachary Shore
Grad School Essentials
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Bridging the gap between undergrad and grad school, this short and humorous guide gives you the tools to navigate and excel in your graduate studies.
What’s the hardest part of grad school? It’s not simply that the workload is heavy and the demands are high. It’s that too many students lack efficient methods to let them do their best. Professor Zachary Shore aims to change this. With humorous, lively prose, Professor Shore teaches you to master the five most crucial skills you need to succeed: how to read, write, speak, act, and research at a higher level. Each chapter in this no-nonsense guide outlines a unique approach to acquiring a skill and then demonstrates how to enhance it. Through these concrete, practical methods, Grad School Essentials will save you time, elevate the quality of your work, and help you to earn the degree you seek.
Yvette MartÃnez-Vu
Is Grad School for Me?
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The first book to provide first-generation, low-income, and nontraditional students of color with insider knowledge on how to consider and navigate graduate school
Is Grad School for Me? is a calling card and a corrective to the lack of clear guidance for historically excluded students navigating the onerous undertaking of graduate school—starting with asking if grad school is even a good fit. This essential resource offers step-by-step instructions on how to maneuver the admissions process before, during, and after applying.
Unlike other guides, Is Grad School for Me? takes an approach that is both culturally relevant and community based. The book is packed with relatable scenarios, memorable tips, common myths and mistakes, sample essays, and templates to engage a variety of learners. With a strong focus on demystifying higher education and revealing the hidden curriculum, this guide aims to diversify a wide range of professions in academia, nonprofits, government, industry, entrepreneurship, and beyond.
Yvette Martínez-Vu and Miroslava Chávez-García
Is Grad School for Me?
Regular price
$95.00
Save $-95.00
The first book to provide first-generation, low-income, and nontraditional students of color with insider knowledge on how to consider and navigate graduate school
Is Grad School for Me? is a calling card and a corrective to the lack of clear guidance for historically excluded students navigating the onerous undertaking of graduate school—starting with asking if grad school is even a good fit. This essential resource offers step-by-step instructions on how to maneuver the admissions process before, during, and after applying.
Unlike other guides, Is Grad School for Me? takes an approach that is both culturally relevant and community based. The book is packed with relatable scenarios, memorable tips, common myths and mistakes, sample essays, and templates to engage a variety of learners. With a strong focus on demystifying higher education and revealing the hidden curriculum, this guide aims to diversify a wide range of professions in academia, nonprofits, government, industry, entrepreneurship, and beyond.
Sherril B. Gelmon
From Passion to Objectivity
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This volume is the seventh in the Advances in Service-Learning Research series, and presents a collection of papers selected from those presented at the Sixth International Service-learning Research, hosted by Portland State University in Portland, Oregon in October 2006. The theme of the conference, which is also the title of this volume, was “From Passion to Objectivity: International and Cross-Disciplinary Perspectives on Service-Learning Research.” This theme was selected to showcase several important topics in contemporary service learning and community engagement research. Of key importance is the way in which the chapters selected for this volume reflect the evolution and maturation of research in the field of service-learning—moving from descriptive narratives of the passion for addressing social problems and inequities that was evident in much of the early research (and is still reflected today) to increasingly sophisticated research that draws on multiple methodologies, presents solid evidence, and offers the basis for replication and further exploration through future research.
