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Articles 1 - 30 of 70
Full-Text Articles in Education
The Digital Reading Experiences Of Middle School Readers: A Phenomenological Study, Laura A. Hayward
The Digital Reading Experiences Of Middle School Readers: A Phenomenological Study, Laura A. Hayward
Theses and Dissertations
Reading digitally is part of the 21st century New Literacies, residing in the curriculum as a comprehension skill developed with print reading skills. Differences exist between purpose of digital reading and print reading, manifested in the association of digital reading as a mostly non-fiction genre, the immediacy to digital information and its relevance to a reader’s decision about the usefulness of the information. Contrastingly, print reading can be fiction or non-fiction with access to all the text. The differences suggest that learning focused on immediate evaluation, synthesis, and application of information while reading digitally should be taught in the context …
Cultural Clashes And Cultural Bridges: My Story In Afghanistan, Joe A. Hinojosa Jr.
Cultural Clashes And Cultural Bridges: My Story In Afghanistan, Joe A. Hinojosa Jr.
Theses and Dissertations
Narrative inquiry and grounded theory are the methodology used to tell the story of the researcher’s experiences in Afghanistan. This entailed identifying and researching a process of storytelling and weaving experiences together into a coherent and meaningful whole. The narrative inquiry method is appropriate for this project because the critical sources of data consist of the researcher’s perceptions and experiences in Afghanistan, as reported in the form of narrative stories. This qualitative analysis focuses on examining and interpreting concrete pieces of evidence, formulating quantitative analysis along with sharing personal and professional experiences. To that end, external resources, including letters and …
Investigating The Use And Effectiveness Of The Istation Advanced Reading Program With Fourth-Grade At-Risk Struggling Readers, Andres Martinez
Investigating The Use And Effectiveness Of The Istation Advanced Reading Program With Fourth-Grade At-Risk Struggling Readers, Andres Martinez
Theses and Dissertations
The purpose of this study is to investigate the effects of computer-based-instruction (CBI) and multimedia when used as an intervention with upper elementary students experiencing reading difficulties on the State of Texas Assessment of Academic Readiness (STAAR) Reading Assessments. The researcher employed a quantitative, causal-comparative research design for this study. A Texas supplemental reading program, the Istation Advanced Reading Program, was used as a Response to Intervention (RTI) for those at-risk students of failing their Reading STAAR Test in the fourth grade and to sustain an effective reading program district-wide.
Archived data was collected from three South Texas Title I …
Identity Fluidity, Empowerment, And Engendered Poverty: Performing A Veteran-Latina-Online-Graduate Student, Maricela Burns
Identity Fluidity, Empowerment, And Engendered Poverty: Performing A Veteran-Latina-Online-Graduate Student, Maricela Burns
Theses and Dissertations
The goal of this project is to use critical race theory and gendered discourse to shed light on engendered poverty, cultural capital and resilience in efforts to identify how the American educational system affects marginalized groups when the systems of power and privilege were not created for them. It is through a poignant narrative of one of these students (myself) in the educational system that I reflect, recollect, write and interweave my lived curriculum with what the literature says about ethnic experiences like mine. The efforts here serve to analyze the processes of constructing and building social and gender identity …
An Examination Of Professional Learning Community And Teacher Leadership Practices As Perceived By Educators In A District-Wide Plc, Melissa Castaneda
An Examination Of Professional Learning Community And Teacher Leadership Practices As Perceived By Educators In A District-Wide Plc, Melissa Castaneda
Theses and Dissertations
This quantitative research explored the correlational and causal analysis between professional learning community (PLC) and teacher leadership, as well as the demographic and capacity-building variables and dimensions of the PLCA-R and TLSS instruments as perceived by educators in an identified emergent district-wide PLC (Lopez, 2015) located in south Texas. The overarching question focused on examining the associations between professional learning communities (PLCs) and teacher leadership in South Central ISD (pseudonym).
The findings lend support to the notion that teacher leadership and PLCs are correlated concepts, and further establish that a healthy school culture embraces and empowers teachers by providing professional …
A Critical Bricoleur Assumes Positive Intent: Pablito's Problem, Paul Perez-Jimenez
A Critical Bricoleur Assumes Positive Intent: Pablito's Problem, Paul Perez-Jimenez
Theses and Dissertations
This dissertation serves to further critical theory research through bricolage autoethnography of a Latinx English teacher from the Rio Grande Valley of Texas. The bricolage functions to unify reflective constructs that expose an emancipatory catharsis and painful reacquaintance with individual and cultural identity. This project offers the concept of a happening as a construct embedded with the ongoing, reflective, and liberating critical consciousness process. Four happenings are offered and establish that the dichotomies of oppression and liberation, how they happened, are happening or may happen are not easily recognizable unless critical introspection is involved. The leading happening titled Pablito’s Problem …
Unidad Didáctica, Ciencias Sociales, Quinto, Jill Swanson
Unidad Didáctica, Ciencias Sociales, Quinto, Jill Swanson
Fall Workshop October 2019
Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 1.A, 6.A, 17.D, 22A, 23.C, 24.B, 24.C
Objetivos de la lección: 1. Comprender las causas y los efectos de la colonización europea en los Estados Unidos. a. Causas y efectos para los europeos. b. Causas y efectos para los indígenas americanos. 2. Cómo leer una cronología. 3. Usar las matemáticas para trazar las coordenadas geográficas.
Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: Participación: entrevistar a familiares. Hacer que los alumnos entrevisten a los miembros de la familia de mayor edad. Establecer un diálogo …
Lesson Plan, U.S. History, 11th Grade, Bernice Barrón, Albert Guerrero
Lesson Plan, U.S. History, 11th Grade, Bernice Barrón, Albert Guerrero
Fall Workshop October 2019
TEKS: 6A Analyze Causes and Effects of Events and Social issues such as immigration, eugenics, race relations, nativism, the Red Scare, prohibition, and the changing role of women.
Lesson objective(s): 1. Changing Role of Women 2. The Twenties Woman Flapper 3. Amelia Earhart
Differentiation strategies to meet diverse learner needs:+Power point Lecture +Visuals +video clips (to simplify what students process while learning)
Lesson Plan, World History, High School, Romeo D. Revuelta
Lesson Plan, World History, High School, Romeo D. Revuelta
Fall Workshop October 2019
TEKS (Texas Essential Knowledge and Skills): - APUSH Key Concept 1.1
Lesson objective(s): 1.Identify the Olmec and Anasazi civilizations. 2.Describe the achievements of the two civilizations. 3.Evaluate the similarities and differences of the Olmec and Anasazi.
Differentiation strategies to meet diverse learner needs: -Teacher will model and explain the visual resources. -Students will create and personalize their venn diagrams.
Lesson Plan, Social Studies, 5th Grade, Jill Swanson
Lesson Plan, Social Studies, 5th Grade, Jill Swanson
Fall Workshop October 2019
TEKS (Texas Essential Knowledge and Skills): 1.A, 6.A, 17.D, 22A, 23.C, 24.B, 24.C
Lesson objective(s): 1.To understand the causes and effects of European colonization in the United States A. European cause and effect B. Indigenous People cause and effect. 2.How to read a timeline 3.Mapping Coordinates (Math)
Differentiation strategies to meet diverse learner needs: Engagement: Family Interview: Have students interview the oldest family members possible. Use class discussion to form the list of questions for the interview. (Ensure that location is one of the interview questions) Have a map where students can place a marker to display where their family …
Lesson Plan, Social Studies, 5th Grade, Johana Reséndez
Lesson Plan, Social Studies, 5th Grade, Johana Reséndez
Fall Workshop October 2019
TEKS (Texas Essential Knowledge and Skills): 4 G(S)-Science Reading comprehension
Lesson objective(s): 1. Agave plants grow. 2. Properties of soil gives nutrients 3. Rio Grande Valley (RGV) agave plant is native. (The tequila worm novel)
Differentiation strategies to meet diverse learner needs: Use nearpod so students can be able to collaborate, draw and record the answers in reflection of their learning
Lesson Plan, Geography, 1st Grade, Baleria Magaña
Lesson Plan, Geography, 1st Grade, Baleria Magaña
Fall Workshop October 2019
TEKS (Texas Essential Knowledge and Skills): 6A: identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources and weather SA: create and use simple maps of the community 14A: locate places using the four cardinal directions
Lesson objective(s): 1. The learner will identify a body of water that is on the side of the Santa Ana Wildlife Refuge. 2. The learner will identify that the body of water is located to the South of the Santa Ana Wildlife 3. The learner will be able to locate The Santa Ana Wildlife Refuge on a map. …
Lesson Plan, U.S. History, 8th Grade, Luis Sandoval
Lesson Plan, U.S. History, 8th Grade, Luis Sandoval
Fall Workshop October 2019
TEKS (Texas Essential Knowledge and Skills): 8.1 A, 8.29, 8.30
Lesson objective(s): 1. How humans interact with the environment
Differentiation strategies to meet diverse learner needs: -Ready for the Honors/GTS -Pictures & videos
Precolumbian History, Part 1 People Of Antiquity Olmecs To Mayas, Servando Z. Hinojosa
Precolumbian History, Part 1 People Of Antiquity Olmecs To Mayas, Servando Z. Hinojosa
Fall Workshop October 2019
No abstract provided.
Historia Precolombina 1a. Parte Pueblos De La Antigüedad De Los Olmecas A Los Mayas, Servando Z. Hinojosa
Historia Precolombina 1a. Parte Pueblos De La Antigüedad De Los Olmecas A Los Mayas, Servando Z. Hinojosa
Fall Workshop October 2019
No abstract provided.
Perspectives On The Lower Rio Grande: Archeology, Linguistics And Ethnohistory (Native American Settlement And Immigration On The Delta), Martín Salinas Rivera
Perspectives On The Lower Rio Grande: Archeology, Linguistics And Ethnohistory (Native American Settlement And Immigration On The Delta), Martín Salinas Rivera
Fall Workshop October 2019
No abstract provided.
Visión Arqueológica, Lingüística, Etnohistórica Y De La Inmigración Indígena Del Delta Del Rio Grande O Bravo [Perspectives On The Lower Rio Grande: Archaelogy, Liguistics And Ethnohistory (Indian Settlement And Immigration)], Martín Salinas Rivera
Fall Workshop October 2019
No abstract provided.
Lesson Plan, U.S. History, 11th Grade, Ana Patricia González
Lesson Plan, U.S. History, 11th Grade, Ana Patricia González
Fall Workshop October 2019
TEKS (Texas Essential Knowledge and Skills): Grade 5- 8A,8B,8C,9A,9B,25A,25C,25D,25E
Lesson objective(s): 1. Explain the reasons for nomadic lifestyles. 2. Explain the route nomads took. 3. Describe the groups that settled in the Rio Grande Valley (RGV) and N.E Mexico
Differentiation strategies to meet diverse learner needs: -Visuals- maps-color them -Cognates -Highlighted text
Unidad Didáctica, Historia De Ee.Uu., Undécimo, Ana Patricia González
Unidad Didáctica, Historia De Ee.Uu., Undécimo, Ana Patricia González
Fall Workshop October 2019
Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): Grade 5- 8A, 8B, 8C, 9A, 9B, 25A, 25C, 25D, 25E
Objetivos de la lección: 1. Explicar las causas de los estilos de vida nómada. 2. Explicar las rutas que tomaron. 3. Describir a los grupos que se asentaron en El Valle del Río Grande y en el Noreste de México.
Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: Herramientas visuales: colorear mapas. Cognados. Texto destacado.
Unidad Didáctica, Historia Universal, Preparatoria, Romeo D. Revuelta
Unidad Didáctica, Historia Universal, Preparatoria, Romeo D. Revuelta
Fall Workshop October 2019
Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): APUSH: 1.1 concepto fundamenta
Objetivos de la lección: 1. Identificar las civilizaciones olmeca y anasazi. 2. Describir los logros de sendas civilizaciones. 3. Evaluar las similitudes y diferencias entre los olmecas y los anasazi.
Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: El docente proporcionará recursos visuales y los explicará. Los alumnos confeccionarán y personalizarán sus diagramas de Venn.
Lesson Plan, World History, 6th Grade, Sylvia Rodríguez
Lesson Plan, World History, 6th Grade, Sylvia Rodríguez
Fall Workshop October 2019
TEKS (Texas Essential Knowledge and Skills): 6.3A identify and Explain geographic factors responsible for patterns of population in places and regions 6.15A Identify and describe means of cultural diffusion such as trade, travel, and war 6.13A Identify and describe common traits that define and culture and culture region.
Lesson objective(s): 1. The learner will (TLW) analyze and explain the similarities and differences between the Olmec, Maya and Aztecs. 2. TLW explain the geographic factors responsible for the settlement of the Olmec, Maya and Aztecs.
Differentiation strategies to meet diverse learner needs: Provide Visuals Positive Reinforcement Peer Support Teacher Support
Lesson Plan, U.S. History, 8th Grade, Emma Montiel
Lesson Plan, U.S. History, 8th Grade, Emma Montiel
Fall Workshop October 2019
TEKS (Texas Essential Knowledge and Skills) 10A • LOCATE PLACES AND REGIONS OF IMPORTANCE IN THE United States 10B - Compare places and regions of the United States in terms of physical and human characteristics, 30A - Use Social Studies terminology correctly.
Lesson objective(s): 1. The Learner will (TLW) describe the Rio Grande River and compare the river at the Port of Entry to the river as viewed at Santa Ana National Wildlife Refuge 2. TLW list the impact the Rio Grande River had on Native People of the area 3. TLW complete a chart of edible and nonedible food …
Lesson Plan, U.S. History, 8th Grade, George Saldaña
Lesson Plan, U.S. History, 8th Grade, George Saldaña
Fall Workshop October 2019
TEKS (Texas Essential Knowledge and Skills): 1A
Lesson objective(s): How humans interact with the environment 1. Google maps
Differentiation strategies to meet diverse learner needs: Pics and videos
Unidad Didáctica, Historia De Estados Unidos, Octavo, George Saldaña
Unidad Didáctica, Historia De Estados Unidos, Octavo, George Saldaña
Fall Workshop October 2019
Materiales: Mapas, lápices de colores, papel, lectura de texto.
Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 1A
Objetivos de la lección: ¿Cómo interactúan los seres humanos con el medio ambiente? 1. Google Maps.
Unidad Didáctica, Historia De Los Estados Unidos, Octavo, Luis Sandoval
Unidad Didáctica, Historia De Los Estados Unidos, Octavo, Luis Sandoval
Fall Workshop October 2019
Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 8.1 A, 8.29, 8.30
Objetivos de la lección: 1. Cómo interactúan los seres humanos con el medioambiente.
Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: -Listo para los alumnos de cuadro de honor y estudiantes con talentos avanzados. -Fotografías y videos.
Unidad Didáctica, Historia De Texas, Séptimo, Alexia Alvarado Dimas
Unidad Didáctica, Historia De Texas, Séptimo, Alexia Alvarado Dimas
Fall Workshop October 2019
Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 7.1/7.2 (A) La naturaleza de Texas y sus pueblos. Comparar las culturas de los indígenas norteamericanos de Texas antes de la colonización europea, por ejemplo, los indígenas que vivían en la costa de El Golfo, la civilización Pueblo y las tribus del Sureste de EE. UU.
Objetivos de la lección: 1. Comprender a los diferentes pueblos indígenas, su medio ambiente, y las razones por las que migraban. 2. Comprender las culturas de los pueblos cazadores-recolectores. 3. Comprender las culturas agrícolas y ganaderas.
Diferenciación de estrategias para …
Lesson Plan, Social Studies, 4th Grade, Nidia Látigo
Lesson Plan, Social Studies, 4th Grade, Nidia Látigo
Fall Workshop October 2019
TEKS (Texas Essential Knowledge and Skills): History- Native Americans of Texas 4.1= A. Origins
Lesson objective(s): 1. TLW explain and understand the possible origins of American Indian groups in Texas+ North America
Differentiation strategies to meet diverse learner needs: Partially filled graphic organizers/outlines Assign a specific native American group + have students Produce a pamphlet on a poster.
Unidad Didáctica, Ciencias Sociales, Segundo, Juan Flores
Unidad Didáctica, Ciencias Sociales, Segundo, Juan Flores
Fall Workshop October 2019
Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 6AB, 74BCD, 9ABC
Objetivos de la lección: 1. Comprensión de los orígenes y de dónde proceden genéticamente. 2. Comprensión del concepto de adaptación. 3. Comprensión de la importancia de la cultura.
Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: Proporcionar ejemplos y hablar sobre diversas costumbres. En grupos, comparar y contrastar sus costumbres para ilustrar la diversidad de las personas de la clase
Unidad Didáctica, Ciencias Sociales, Cuarto, Nidia Látigo
Unidad Didáctica, Ciencias Sociales, Cuarto, Nidia Látigo
Fall Workshop October 2019
Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): Historia de EE. UU. - Nativos norteamericanos de Texas 4.1A: Orígenes de EE. UU.
Objetivos de la lección: 1. Comprender y relatar los posibles orígenes de los grupos de nativos de Texas y de Norteamérica.
Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: Completar organizadores y esquemas gráficos parcialmente elaborados. Asignar a los alumnos los nombres grupos específicos de nativos norteamericanos para que elaboren folletos para publicarlos en un cartel.
Unidad Didáctica, Ciencias Sociales, Quinto, Johana Reséndez
Unidad Didáctica, Ciencias Sociales, Quinto, Johana Reséndez
Fall Workshop October 2019
Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 4G (S) Ciencias. Comprensión lectora.
Objetivos de la lección: 1. Cómo cultivar agave. 2. Cómo las propiedades del suelo se reflejan en los nutrientes. 3. La planta de agave, y el gusano de maguey que se cría en sus pencas y son nativos de El Valle del Río Grande.
Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: Utilizar la aplicación Nearpod para facilitar la colaboración y el aprendizaje de los alumnos, al poder guardar ahí sus respuestas y dibujos.