Arts and Humanities Commons^™

Validation Of The Spanish Version Of The Ivi_C Vrqol In Children From 8 To 18 Years Old, Carlos Fresno Cañada, Joan Gispets Parcerisas, Nazaret Fresno, Héctor Salvador Hernandez, Ana Llorca Cardeñosa, Alejandro Martinez Roda, Joan Prat Bartomeu

Writing and Language Studies Faculty Publications and Presentations

Purpose

To validate the Spanish version of the Impact of Vision Impairment for Children (IVI_C), a vision-related quality of life (VRQoL) questionnaire, using Rasch Analysis.

Methods

A translation and adaptation of the English IVI_C test was performed according to the standards published in PedsQL. The IVI_C Spanish version of the test was administered by email to 101 Sant Joan de Déu Hospital patients who were invited to respond twice, with a minimum interval of two months. The age of the patients ranged from 8 to 18 years. Statistical software SPSS 19.0 (Armonk, NY: IBM Corp.) was used to perform the …

Developing Community-Based Sociolinguistic Corpora To Promote Social Justice, Ryan M. Bessett, Katherine Christoffersen, Ana M. Carvalho, Isabella Calafate, Mayte Vega Mudy

Writing and Language Studies Faculty Publications and Presentations

This chapter explores the many components that are involved in creating a student-based sociolinguistic corpus. Sociolinguistic corpora can be used as tools for social justice in that they promote local (or often stigmatized) varieties of language and students who speak said varieties often experience heightened language pride or greater esteem for their own language. Using the Corpus del Español en el Sur de Arizona (Carvalho 2012-) and the Corpus Bilingüe del Valle (Christoffersen and Bessett 2019-) as models, this chapter first details how to build the corpus, including the documents needed, the interview protocol, the transcription protocol, and the creation …

Applications Of Information Literacy To Teaching Independent Music Analysis, Katrina Roush

School of Music Faculty Publications and Presentations

Undergraduate and graduate music students learn many tools beneficial for music analysis, and they practice applying these tools to music in their music theory classes. However, they often struggle to perform useful analysis on their own without the guidance of an instructor. They can have trouble understanding that analysis should communicate their personal interpretation of a work, and they may not realize that independent analysis usually requires some preparatory work (analytical research),such as discovering if others have analyzed the work and learning new analytical methods. This article shows that there is a strong connection between various steps in the music-analytical …

Notetaking As Validity Evidence: A Mixed-Methods Investigation Of Question Preview In Eap Listening Assessment, Rebecca Yeager, Gomee Park, Ray J. T. Liao

Bilingual and Literacy Studies Faculty Publications and Presentations

Recent scholarship has questioned the cognitive validity of listening tests with preview, in which test-takers can see test questions before listening. This study mined student notes for evidence of cognitive processes in listening tests with and without preview, using a mixed-methods design that explored the effect of test format on notetaking behaviors. Qualitative analysis indicated that students who previewed items were more likely to systematically omit information, highlight previewed keywords, and engage in shallower structural representation. Conversely, Kruskal-Wallis tests revealed that students who listened without preview took more notes, especially of main ideas and details, and had better coverage of …

Safety And Academic Outcomes Of College Campus-Based Advocacy Services, Rachel J. Voth Schrag, Elizabeth Baumler, Dixie Hairston, Cynthia Jones, Leila Wood

Philosophy Faculty Publications and Presentations

Intimate partner violence (IPV), sexual assault, and stalking are consequential public health and safety issues with wide reaching impacts on emerging adults, including those on college campuses in the United States. In response to high rates of violence among college student populations, universities are developing campus-based advocacy (CBA) programs, which aim to support survivors of interpersonal violence through supportive connections, resource acquisition, and safety planning. However, little data exists related to their impact on key student-survivor outcomes. Thus, this study aims to understand (a) the approach CBA programs use to address safety and academic concerns of student-survivors, and (b) the …

Review: Indigenous Borderlands: Native Agency, Resilience, And Power In The Americas, Edited By Joaquín Rivaya-Martínez, Thomas A. Britten

History Faculty Publications and Presentations

No abstract provided.

Latina Voice In Dialogue With Literacy, Xiaodi Zhou

Bilingual and Literacy Studies Faculty Publications and Presentations

This study follows the literacy experiences of four Latina middle schoolers as they read Harper Lee’s To Kill a Mockingbird and compose home language narratives in their heritage voices. Both their vibrant ethnic cultures and other intersecting rays of identities are analyzed in the vein of their literate identities. Through analysis of their writing and speech, the girls present hybridized identities on the border between cultures and languages. Their position and identities in the social world of middle school are discussed and how transactions with literacy can dialogically influence those identities to enact critically conscious pedagogy.

Review Of King Fisher: The Short Life And Elusive Legend Of A Texas Desperado, By Chuck Parsons And Thomas C. Bicknell, William C. Yancey

History Faculty Publications and Presentations

No abstract provided.

Expanding Understandings Of Race In Postsecondary Language Classrooms: A Call For Multiraciality In Teacher Identity Research, Marcela Hebbard

Writing and Language Studies Faculty Publications and Presentations

While issues of race in relation to teacher identity have been addressed in language education research, they have often been confined to special issues. Factors contributing to the “absent-present” nature of race include an imbalanced focus on intersectionality which tends to prioritize the teacher's linguistic identity over other social categories, such as race and the persistent dichotomy between the idealized native speaker and non-native speaker. To broaden the understandings of race in teacher identity research within postsecondary language classrooms, this chapter advocates for considering the notion of multiraciality. To support these arguments, results from a critical discourse analysis (CDA) of …