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The article examines how a Mexican second grade dual language teacher guided his Latinx bilingual students in exploring Día de los Muertos, a cultural practice. Through the Día de los Muertos project, parents responded in a variety of ways. Some parents learned about Día de los Muertos for the first time, other parents remembered participating in the commemorative practices in their country of origin, while a couple of parents were completely in opposition to the thematic project. A key finding of the qualitative study is that teachers need to recognize and be aware of the heterogeneity of Latinx parents' responses to Día de los Muertos as a cultural practice. Learning parents' perceptions of Día de los Muertos early on can inform the pedagogical practices of implementing the thematic unit.

Data from a focus group of nine Latina parents, specifically mothers from a South Texas border region known as the Rio Grande Valley, were analyzed using a qualitative methodology. Grounded in the theory of social capital, the purpose of the study was to understand the perceptions and experiences of Latina parents related to accessing information and resources to aid their students in enrolling in postsecondary institutions. The study was an exploratory, descriptive, and qualitative one that used a naturalistic paradigm. Findings showed that Latina parents perceived gaining information and resources related to increasing their understanding of college readiness, college knowledge, and college access as challenging. In addition, findings indicate that despite challenges, the mothers did receive support along the way. As parents, they want to get their students not only to the college door but through the college door, declaring that their children will go to college. They recognize there are keys to helping guarantee access to college, and it is these keys that these mothers seek. Such findings are important because the national portrait of college enrollment and attainment of college degrees shows continuing inequalities based on class, race/ethnicity, and income, especially for Latina/o first-generation students. Yet, few studies have considered the perceptions and experiences of Latina/o parents related to accessing information and resources to support their students when preparing for, applying to, and enrolling in postsecondary institutions. [For the full text grantee submission, see ED577330.]

Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers? skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Thirty pre-service teachers participated and data was collected from 300 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of challenges of working ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for teacher education program to assist pre-service teachers to assimilate pedagogies and apply through a tutoring approach.

The role that educational diagnosticians play in the educational process can vary across settings. In Texas, the Texas Education Agency oversees the State Board of Educator Certification (SBEC). SBEC certification standards outline knowledge and skills that are required for educational diagnosticians to practice in Texas. The Texas required endorsement is acquired by passing a state mandated assessment covering the standards set by SBEC (TAC§231.623). Given the evolving role of an educational diagnostician, this study examined the perceptions of educational diagnosticians, administrators, and classroom teachers of the competencies in regards to implementation, utilization, and importance. Furthermore, this study sought to determine if years of experience in education affects these perceptions. Results indicate that administrators and teachers perceive the utilization of competencies to occur at a lower rate than diagnosticians report utilizing them, and years of experience showed no statistically significant effect on perceptions. No statistically significant interactions were found among position, years of experience, and perceptions of the competencies.

This study describes a strategic planning process used for developing an educational leadership program that prepares principals for leading 21st century schools. The plan is based on recommendations received from the External reviewers representing Southern Association of Colleges and Schools, the Texas Education Agency, survey responses received from former students currently serving in school leadership positions, and focus group forums. Recommendations received were used to develop a strategic plan that resulted in a more rigorous and accessible, field-based program to better prepare school leaders.

A qualitative study with Latina/o high school students was conducted to understand their experiences obtaining information about going to college. The following themes emerged: students encountered difficulty meeting with the counselors and obtaining information; students had little idea of where to start looking for information about going to college; and little idea about the world of work. Implications for research and practice are presented to provide insight into the experiences of Latina/o students and to suggest changes needed to extend the possibilities of achieving the goal of college enrollment and success for Latina/o students.

A School District Principal Preparation Partnership Program is designed to establish collaboration between a University and school districts that employ the school leaders graduated by the university. This collaboration improves school principal preparation by integrating relevant school district policies, practices, knowledge, and skills into a rigorous curriculum graduate culturally, responsive, transformative school leaders. The purpose of this mixed research study was to collect data to assess the perceptions of student participants about central aspects of the program. The findings indicate the program is completing many of its goals. However, program areas to improve were also identified and included.

A research study was designed and conducted to identify effective school characteristics and strategies of high-performing, high-poverty schools. Four High-Performing Reward schools in South Texas that demonstrated longitudinal academic success were selected to study. We developed an 11 effective school characteristics model including school processes from the effective school research literature as the framework for the study. A mixed-research study was designed to collect data from professional school staff, and principals related to the 11 effective characteristics, their processes, and strategies used by the schools. An area of improvement identified among these already high-performing schools was parental engagement.

Educational diagnosticians in the state of Texas serve multiple roles across various districts (National Clearinghouse for Professions in Special Education [NCPSE], 2011). Due to the increased accountability requirements in the area of special education, much more time is required to complete the procedural requirements set forth by state and federal legal mandates (Texas Education Agency [TEA], 2012). Although educational diagnosticians play a critical role in the determination of eligibility, planning, and implementation of special education supports, researchers have yet to determine how campus administrators perceive their own role in the campus environment.

When professional development in diversity is provided to educators in the field, it usually targets classroom practice with the intent of closing the achievement gap. These efforts are critical. But work should not stop there because culture underlies every policy, practice, and procedure in the school and influences every thought, interaction, and behavior of the individuals working within an organization. One such area is the interview process. Educators generally believe hiring practices are equitable if hiring practices comply with Equal Employment Opportunity (EEO) policies and procedures. Though well-intended, these guidelines center on visible aspects of culture (i.e., race/ethnicity, gender, disability) while failing to recognize deep underlying differences responsible for day-to-day clashes in the workplace among individuals of different cultural backgrounds. Comprised of values, expectations, and assumptions, these differences or invisible aspects of culture influence thinking, relating, communicating, and other actions, including during an interview. When educators of different cultural backgrounds have their own set of rules for appropriate interview behavior and are unaware that these expectations influence their thoughts and interactions, misunderstandings and conflict result, as illustrated in the example provided in this article. (Contains 1 note.)

This quantitative study examined the knowledge levels middle school teachers in South Texas have in relation to attention deficit hyperactivity disorder (ADHD). The study specifically compared teacher knowledge levels among three specific ADHD knowledge areas: (a) general knowledge of ADHD, (b) knowledge of symptoms/diagnosis of ADHD, and (c) knowledge of treatments for ADHD. The three subscales were measured by the study instrument, Knowledge of Attention Deficit Disorders Scale (KADDS). The sample for this study involved 107 teachers from five predominately Hispanic middle schools in South Texas. The middle schools were in three independent school districts, and data were collected during the 2008-2009 school year. Results indicated that teachers' greatest area of knowledge dealt with identifying the symptoms/diagnosis of ADHD. Teachers had lower scores related to general knowledge and knowledge of treatments for the disorder. Implications of the study results are discussed, and recommendations are presented. (Contains 4 tables.)

Background: A federally-funded program at the University of Texas at San Antonio adopted a holistic problem solving mentoring approach for novice teachers participating in an accelerated teacher certification program. Aims/focus of discussion: To investigate a novice teacher's problem-solving activity through self-expression of challenges and management of identified problems. Of interest was the level of novice teacher detail provided to explore specific problems, goals, and completion of developed resolution plans. The LIBRE Model, developed as a clinical tool, was used to facilitate "self-talk," and personal self-attention to concerns expressed within the person's "worldview" of social context. Sample: One novice teacher in her induction year participated in this study. The information collected included her expressed: self-awareness, social expectations, skills, facility in processing identified challenges and willingness to invest in change. Method: Three mentor facilitated novice teacher problem-solving sessions were conducted. With each session, a problem-solving exercise occured, which included the development of a resolution plan. Only the novice teacher's words and plans were recorded. This holistic approach was designed to capture the individual's tailored, supported, and transitional changes from novice to more experienced teacher. The sustainability of the teacher's self-managed changes was evident with the fourth problem solving activity which was completed independent of the mentor. Results: Teacher and mentor feedback are presented. The value of monitoring teacher self-awareness and self-managed change are discussed as elements of the structured mentor-mentee communication. Conclusion: Diagnostic/intervention tools such as the LIBRE Model introduced during the beginning teaching experience provide key information about the individual in terms of self-exploration, problem solving, and decision-making. As evidenced in the case study, the novice teacher found an approach based on her self-reflection and personal strengths, which increased her sense of self-efficacy and professional self-confidence. (Contains 3 tables.)

With the "Every Student Succeeds Act" continuing to legislate accountability for special education and Hispanic students, the appropriate content in principal preparation programs relevant to successful leadership of special education programs is vital. This mixed methods study analyzed the survey responses of 84 principals in South Texas from predominantly Hispanic schools to determine the principals' perceptions regarding their legal, foundational, and contextual knowledge of special education and their suggested topics for inclusion in curriculum content of principal preparation programs to provide the necessary knowledge and skills to effectively implement and supervise special education programs. Results indicated that the principals' greatest need was in knowledge to design curriculum for students with disabilities, however, the most frequent recommendation for inclusion in principal preparation was additional content in special education laws, "Section 504," and Response to Intervention. Recommendations for principal preparation were based on the lowest areas of knowledge indicated by the responses.

This mixed methods study used a survey by Frost and Kersten to answer the following questions: (a) Do principals of predominantly Hispanic schools perceive themselves as having adequate knowledge in special education? (b) Which areas are these principals most involved in with special education teachers? (c) What suggestions do these principals have for principal preparation programs? Their most frequent recommendation was instruction in the area of special education laws, Section 504, and Response to Intervention.

For the first time in history, an entire statewide public institution of higher education is extending all of its 16 campuses into the online virtual world of Second Life and is creating one of the largest virtual collaborative learning communities in the world. There are three levels of assessment and research for this initial-entry project: (1) at the System level; (2) at the individual campus level; and (3) at the course level. Questions to be addressed include: How can educators use virtual worlds to create large-scale learning communities? How do virtual worlds enhance collaborative and interdisciplinary learning? How are 16 geo-spatially separated campuses collaborating in virtual worlds? What have been major obstacles? How will this project continue to grow and evolve? The creation of the System's virtual collaborative learning community of students, faculty, researchers, and administrators has begun to allow participants to learn, share, collaborate, and grow alongside one another. The ethic of the model is generosity. (Contains 1 figure and 1 table.)

Schools with a large proportion of minority students often experience lack of support from the state and from their parents and communities. Administrators in these schools can build support among parents and community members by identifying and acknowledging the assets students and their parents can bring to school and by redefining the school culture to match the culture of the community. Schools in Latino communities, for example, can work to better engage parents and the community to improve student achievement. This article provides ideas schools can use to enhance school-family connections in their communities. The successful practices used by administrators in two school districts--Kent Scribner in Phoenix, Arizona and Edward Blaha in Hidalgo, Texas--in improving school-family relationships are presented.

Schools with a large proportion of minority students often experience lack of support from the state and from their parents and communities. Administrators in these schools can build support among parents and community members by identifying and acknowledging the assets students and their parents can bring to school and by redefining the school culture to match the culture of the community. Schools in Latino communities, for example, can work to better engage parents and the community to improve student achievement. This article provides ideas schools can use to enhance school-family connections in their communities. The successful practices used by administrators in two school districts--Kent Scribner in Phoenix, Arizona and Edward Blaha in Hidalgo, Texas--in improving its school-family relationships are presented.

The immigration of Koreans into the United States has been steady since changes in the immigration policies beginning in the middle of the 1960s. Most literature on the Korean immigrants centers on their social and economic adaptation to American urban life and their strained relations with African Americans. This paper examines the Koreans in a predominantly rural South Texas community and their relations with Mexican Americans. Rational choice theory best explains why the Koreans immigrated to a destination to which they have traditionally avoided. For the Korean immigrants it was simply weighing the advantages against the disadvantages. The Mexican origin population, which comprises more than 80 percent of the population has suffered endemic unemployment and extreme poverty. For the Koreans this population is essential because it will always provide a large pool of cheap labor. Since Koreans are engaged in small business, labor cost increases would be detrimental to their economic viability. What could be perceived as exploitation by some is the only way small business entrepreneurs can survive. [ABSTRACT FROM AUTHOR]

• A law introduced in 1995 created a logical dependency between critical infrastructure services—namely, water, wastewater, and energy— in attempt to improve conditions in colonias. • This statewide policy impacted communities differently, as demonstrated with varying parameter associated across counties and expressed anecdotally by promotoras and decision-makers. • In general, the law is perceived by promotoras and decision-makers to have improved the living conditions in colonias, but much more can be done at a local level. • The lack of patterns among associated parameters across counties suggests that each county has been affected differently by implemented policy. • There is a need for a uniformly recognized definition for colonias - and in general, urban slums - that include energy/electricity. A subset of peri-urban and urban subdivisions, known as colonias, often lack access to infrastructure services. One way to improve services in these communities is through policy and laws, such as one enacted in Texas in 1995. This particular law aims to encourage in-place upgrading of infrastructure in colonias by using as leverage the residents' prioritization of energy service in households above other services. This law imposed a logical dependency; it required residents—prior to connecting to energy services—to first register their platted land and then connect to water and wastewater services. Now two decades later, this study assesses what built-environment parameters are associated with water and wastewater access, and which thereby impact energy access. The study also assesses the perceived burden and efficacy of this law on border colonia residents. Helped by publicly available data and semi-structured interviews, this work explores infrastructure services using hypothesis testing and qualitative methods. In this analysis, we look at three Texas counties——and the 1297 colonias contained therein. Findings from this study suggest decision makers should focus not just on those policies and laws in place but also on localized, tailored county/city-level efforts to increase access. [ABSTRACT FROM AUTHOR]