6 results on '"Maravilla P"'
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2. 'Educadoras de la Comunidad Negociando Conocimiento': A Latinx Critical and 'Testimonio' Approach
- Author
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Joanna V. Maravilla
- Abstract
This dissertation is a qualitative research case study of three Latina "educadoras." The data analyzed comes from a larger research study (PROJECT) focused on teacher professional development aimed at incorporating emergent bilingual students' funds of knowledge in the development of curriculum that promotes greater equitable outcomes. With data consisting of individual and focus group interviews and videotaped lessons focused on mathematics and science concepts, I use Latinx critical race (LatCrit) theory and "testimonio" as my theoretical and methodological approach (Bernal, Burciaga & Carmona, 2012) to explore how race, identity, and power mediate a culturally relevant and inclusive curriculum in the Little Village neighborhood of Chicago. Through the telling of their "testimonios" through the lens of their own racial, linguistic, and "matematicas" learning experiences, Latina "educadoras" position their understanding, struggle with, and development of their notions of what it means to teach Latinx emergent bilingual (LEB) students within the space of "matematicas." I explored the following questions: (1) How do Latina "educadoras" use their Latinx emergent bilingual and "matematicas" identity-shaping experiences to inform the way they teach "matematicas" to their Latinx emergent bilingual students? (2) How do Latina "educadoras'" identity-shaping experiences lead to instruction that promotes students to see themselves as learners and doers of "matematicas" (Martin, 2012) over time? Through the analysis of both their "testimonios" and "practica," I argue that all three Latina "educadoras" demonstrated moving beyond the idea of teaching as politically neutral to understand their teaching as a political practice (Gutierrez, 2013). Three emergent themes resulted: the centrality of community cultural wealth, "identidad," and language as wealth in the teaching of the Latina "educadoras." Through their self-reconstructed "identidades," these "educadoras" better understood how to connect their curriculum to LEB students' everyday practices outside of the classroom, as well as more fully assess their students' comprehension of "matematicas." Implications include the need for more research on Latinx teachers who identify as teaching in communities where they are from, research on how the act of "testimonio" can impact teachers' pedagogy, and research on the incorporation of students' community funds of knowledge into the curriculum in order to support the construction of powerful mathematical identities in LEB students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2020
3. The Problems and Possibilities of Interest Convergence in a Dual Language School
- Author
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Morales, P. Zitlali and Maravilla, Joanna V.
- Abstract
The increase and popularity of dual language (DL) or two-way immersion programs nationally, and specifically in California, is due to the acceptability of bilingual programs that are inclusive of students whose first language is English, and who are typically of a White, middle-class background. This phenomenon can be explained through the idea of interest convergence, as discussed by critical race theorists. That is, social policies that benefit the minority population only change when they also benefit the dominant or majority population. We argue that in the case of DL programs, it is beneficial for both the linguistic minority group and the majority for interest convergence to be realized. This theoretical lens can actually be a helpful tool to view whether the interests of one group are being prioritized over the other, as is so often the case when there is a power differential between the two groups, such as White middle-class families and Spanish-speaking/Latino families.
- Published
- 2019
- Full Text
- View/download PDF
4. Lowell Public Library, Final Performance Report for Library Services and Construction Act (LSCA) Title VI, Library Literacy Program.
- Author
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Lowell Public Library, IN. and Maravilla, Virginia
- Abstract
The Lowell Public Library (Indiana) Adult Literacy Program expanded literacy efforts of the library and its volunteer tutors by increasing the program enrollment numbers of the functionally illiterate English-speaking, English as a Second Language (ESL), migrant workers, and Basic Math students; assisted students in achieving their stated goals in reading, writing, and speaking English; improved students' basic math skills; and taught students to use the resources of the library. The project served a community of 10,000-25,000 people. Tutoring using the Literacy Volunteers of America (LVA) method was done one-on-one and in small groups. Volunteers expanded their tutoring efforts to include entire families. The program focused on partnership building within the community and with adjacent programs that serve low-level adult readers and their families. Partnerships with local industry continue to serve workplace literacy needs within the community. Attachments include lists of materials purchased, news articles, certificate of membership in the Northwest Indiana Literacy Coalition, Inc., literacy coordinator's monthly reports, promotional materials, tutor monthly reports, program brochure, and literacy newsletters. (SWC)
- Published
- 1993
5. Correlates of Geriatric Loneliness in Philippine Nursing Homes: A Multiple Regression Model
- Author
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de Guzman, Allan B., Maravilla, Katrina N., Maravilla, Veniza Anne M., Marfil, Jomille D. V., Marinas, Janine Angelica R., and Marquez, Jorelle Michael B.
- Abstract
Numerous studies have been conducted worldwide about loneliness in older adults living in nursing homes and the factors associated with it. However, only a few studies have focused on social factors that may predispose these older adults to experience loneliness. The purpose of this study was to examine the interplay between and among loneliness, social isolation, social engagement, and life satisfaction among Filipino elderly (n = 180) recruited from government and nongovernment nursing homes in the Philippines. A multiaspect questionnaire, which included the UCLA Loneliness Scale, Revised Index for Social Engagement, Friendship Scale, and Life Satisfaction for the Third Age-Short Form was used to gather the needed data and information. Results of single and multiple regression analyses indicate an effect of the three factors (social isolation, social engagement, and life satisfaction) on loneliness with social isolation having the greatest impact on loneliness. Notably, increased social isolation, inadequate social engagement and decreased life satisfaction consequently aggravate loneliness. Social engagement produced a positive effect to both social isolation and life satisfaction in a way that a decrease in social engagement will decrease life satisfaction and increase social isolation. On the whole, loneliness in geriatric nursing homes is evident, and it is shaped by social isolation, social engagement and life satisfaction. Impliedly, interventions and measures to minimize loneliness are necessary, and further research is needed to explore other variables contributing to loneliness in geriatric nursing homes. (Contains 2 tables and 2 figures.)
- Published
- 2012
- Full Text
- View/download PDF
6. Differences between Good and Poor Child Writers on fMRI Contrasts for Writing Newly Taught and Highly Practiced Letter Forms
- Author
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Richards, Todd L., Berninger, Virginia W., Stock, Pat, Altemeier, Leah, Trivedi, Pamala, and Maravilla, Kenneth R.
- Abstract
During fMRI imaging, 12 good and 8 poor writers aged 11 wrote a newly taught pseudoletter and a highly practiced letter. Both letters were formed from the same components, but the pseudoletter had a novel configuration not corresponding to a written English letter form. On the first fMRI contrast between the newly taught pseudoletter and highly practiced letter, based on a group map, good and poor writers significantly activated many common regions; but the poor writers showed spatially more extensive brain activation than did the good writers. The additional regions of significant activation may reflect inefficiency in learning a new letter form. For the second contrast between the highly practiced and newly taught letters, individual brain activation analyses, based on exact clusters, showed that good and poor writers differed significantly in activation only in left fusiform. This individual fusiform activation correlated significantly with behavioral measures of automatic letter writing and expressive orthographic coding. Multiple regression in which both individual fusiform activation and individual orthographic coding were entered explained significant variance in written composition. Results are discussed in reference to the role of the orthographic loop, from internal letter form to external letter writing by hand, in writing letters and composing. The overall results are consistent with prior brain and behavioral studies of writing.
- Published
- 2011
- Full Text
- View/download PDF
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