¿Sólo Una Vida Traducida? Dislocación, Diáspora Y Perviviencia Cultural En La Experiencia Mexicana En Estados Unidos,
2010
University of Nebraska-Lincoln
¿Sólo Una Vida Traducida? Dislocación, Diáspora Y Perviviencia Cultural En La Experiencia Mexicana En Estados Unidos, M. Isabel Velázquez
Spanish Language and Literature Papers
Vine a Estados Unidos porque me dijeron que aquí vivía mi padre, un tal Miguel Hidalgo. En eso pienso mientras observo a la mujer que se acerca al mostrador de inmigración cargando una imagen de la Virgen de Guadalupe. Es enero de! año 2006 y deben ser como las cinco o las seis de la mañana, en una de las muchas salas de llegada de! aeropuerto O'Hare de Chicago. Somos -la Virgen, la mujer que la carga y todos los que hacemos cola detrás de ellas-, e! cargamento adormilado de un vuelo que salió de More!ia a las dos de …
Teacher Education And Professional Development In The Context Of Argentinean Educational Policies: Current Trends And Challenges,
2010
The University of Texas Rio Grande Valley
Teacher Education And Professional Development In The Context Of Argentinean Educational Policies: Current Trends And Challenges, Monica Pini, Sandra I. Musanti, Jorge Gorostiaga, Myriam Feldfeber, Dalila Andrade Oliveira
Bilingual and Literacy Studies Faculty Publications
The purpose of this chapter is to explore the trends and challenges in teacher education and teacher professional development in the context of recent Argentinean educational reforms. This chapter synthesizes several of our studies on the matter. First we analyze the implications of teacher education as a political project, discuss the central components of the educational policies that characterize this century and the present features of the teaching force. Secondly, we discuss the process of educational reform in the 90´s and the impact of international agencies in the main policy decisions in Argentina. In addition, we discuss the new scenario …
Collaboration And Teacher Development: Unpacking Resistance, Constructing Knowledge, And Navigating Identities,
2010
The University of Texas Rio Grande Valley
Collaboration And Teacher Development: Unpacking Resistance, Constructing Knowledge, And Navigating Identities, Sandra I. Musanti, Lucretia Pence
Bilingual and Literacy Studies Faculty Publications
This article presents a study of the Collaboration Centers Project (CCP), which is a pseudonym for a three-year, federally-funded program that focused on helping in-service teachers better address the needs of English language learners (ELLs) in their classrooms. The CCP is important to study because of its clear intention to integrate real teachers--their understandings, voices, selves, and practices--into professional development by providing an experiential, collaborative and school-centered context for ongoing reflection on teachers' practice. It is important to understand the complexities of teacher development in the context of a project that sought to break with the short-term transmission model that …
Cartografías Urbanas Y Marítimas: Género Y Modernismo En Concha Méndez,
2010
University of Nebraska-Lincoln
Cartografías Urbanas Y Marítimas: Género Y Modernismo En Concha Méndez, Iker González-Allende
Spanish Language and Literature Papers
Concha Méndez encarnó la modernidad tanto en su producción literaria como en su participación cultural y trayectoria vital. Ella misma lo afirma al comienzo de sus memorias: "Yo he visto nacer todos los inventos del siglo. Nací en medio de la modernidad, del canto a los medios de transporte, a la velocidad, al vuelo" (29). Fue poeta, dramaturga, guionista de cine, editora, campeona de natación, y en todas estas actividades siempre la impulsó el deseo de aventuras y de nuevas experiencias. A través de su amistad con Federico García Lorca, Rafael Alberti y Maruja Mallo, entre otros, incursionó en los …
Technology Integration In Teaching Action Research,
2010
The University of Texas Rio Grande Valley
Technology Integration In Teaching Action Research, Alcione N. Ostorga
Bilingual and Literacy Studies Faculty Publications
This article describes an instructional model designed to teach action research to undergraduate preservice teachers, which uses technology integration to facilitate the learning process that incorporates face to face and distance learning methods. First, a theoretical overview of the instructional design is provided then the instructional model is described. The course design is analyzed through the use of Moore's levels of interaction. Finally, the author discusses the conclusions and implications for future research.
