The Experts below are selected from a list of 3357 Experts worldwide ranked by ideXlab platform
Kimberley K. Cuero - One of the best experts on this subject based on the ideXlab platform.
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Middle School Choices for Bilingual Latino/A Youth: When the Magnet School Represents “Status” and the Neighborhood School Represents “Solidarity”
The Urban Review, 2009Co-Authors: Kimberley K. Cuero, Jo Worthy, Alejandra Rodríguez-galindoAbstract:Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, School observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district’s Magnet School program for their upcoming seventh grade-year instead of their neighborhood middle School. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the Magnet School offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood School with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth.
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middle School choices for bilingual latino a youth when the Magnet School represents status and the neighborhood School represents solidarity
The Urban Review, 2009Co-Authors: Kimberley K. Cuero, Jo Worthy, Alejandra RodriguezgalindoAbstract:Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, School observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district’s Magnet School program for their upcoming seventh grade-year instead of their neighborhood middle School. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the Magnet School offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood School with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth.
Marina Umaschi Bers - One of the best experts on this subject based on the ideXlab platform.
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The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood
Early Childhood Education Journal, 2013Co-Authors: Elizabeth R. Kazakoff, Amanda Sullivan, Marina Umaschi BersAbstract:This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM Magnet School in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot’s behaviors. The study assessed 27 participants’ sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores.
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The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood
Early Childhood Education Journal, 2013Co-Authors: Elizabeth R. Kazakoff, Amanda Sullivan, Marina Umaschi BersAbstract:This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM Magnet School in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot’s behaviors. The study assessed 27 participants’ sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores.
Alejandra Rodríguez-galindo - One of the best experts on this subject based on the ideXlab platform.
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Middle School Choices for Bilingual Latino/A Youth: When the Magnet School Represents “Status” and the Neighborhood School Represents “Solidarity”
The Urban Review, 2009Co-Authors: Kimberley K. Cuero, Jo Worthy, Alejandra Rodríguez-galindoAbstract:Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, School observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district’s Magnet School program for their upcoming seventh grade-year instead of their neighborhood middle School. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the Magnet School offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood School with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth.
Alejandra Rodriguezgalindo - One of the best experts on this subject based on the ideXlab platform.
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middle School choices for bilingual latino a youth when the Magnet School represents status and the neighborhood School represents solidarity
The Urban Review, 2009Co-Authors: Kimberley K. Cuero, Jo Worthy, Alejandra RodriguezgalindoAbstract:Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, School observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district’s Magnet School program for their upcoming seventh grade-year instead of their neighborhood middle School. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the Magnet School offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood School with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth.
Jo Worthy - One of the best experts on this subject based on the ideXlab platform.
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Middle School Choices for Bilingual Latino/A Youth: When the Magnet School Represents “Status” and the Neighborhood School Represents “Solidarity”
The Urban Review, 2009Co-Authors: Kimberley K. Cuero, Jo Worthy, Alejandra Rodríguez-galindoAbstract:Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, School observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district’s Magnet School program for their upcoming seventh grade-year instead of their neighborhood middle School. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the Magnet School offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood School with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth.
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middle School choices for bilingual latino a youth when the Magnet School represents status and the neighborhood School represents solidarity
The Urban Review, 2009Co-Authors: Kimberley K. Cuero, Jo Worthy, Alejandra RodriguezgalindoAbstract:Drawing on data collected during the second year of a longitudinal qualitative study that followed over 10 Latino/a bilingual students, this article foregrounds the experiences of participants during their sixth-grade year. The principle data sources included structured and unstructured interviews with teachers and students, School observations, and weekly small-group conversations in a courtyard outside of their classrooms. We focus on the experiences of Leila, Maricela, and Esperanza who were three of the sixth-grade girls actively recruited by their teachers to attend the district’s Magnet School program for their upcoming seventh grade-year instead of their neighborhood middle School. We found that much of the reasoning behind their decision-making process centered around issues of status (e.g., how the Magnet School offered better academic, economic, and professional opportunities for their future) and solidarity (e.g., attending the neighborhood School with their friends and siblings). In conclusion, we problematize the very nature of these so-called educational ‘choices’ for bilingual Latino/a youth.
