Patricia Alvarez Mchatton
Dados Biográficos
| ID | 133613 |
|---|---|
| NOME | Patricia Alvarez Mchatton |
| PRENOMES | Patricia Alvarez |
| SOBRENOME | Mchatton |
| ASSINATURA | MCHATTON P A |
| AFILIAÇÕES | University of South Florida |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 17 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 2 |
How a College of Education Makes the Hispanic-Serving Designation Meaningful
The designation of Hispanic-Serving Institution (HSI) is based on a percentage of Latinx students enrolled, rather than how policies, programs, or curriculum impact these students’ education. We describe how one Hispanic-Serving College of Education sought to make the designation meaningful through a collaborative research initiative in which common threads of care, community, inquiry, and agency emerged, as a means to build a contextualized iden…
Navigating Mandates and Working toward Coherence
This article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain si…
Equity, Equality, and Standardization
In the more than 60 years since the Brown v. Board of Education ruling, the United States has been struggling to assure educational equality for all learners. This article will review how attempts at equality such as accountability and standardization movements have failed to close opportunity gaps for vulnerable and marginalized groups, particularly for students with disabilities from culturally and linguistically diverse backgrounds. Critical i…
The Value of a Realist Understanding of Causality for Qualitative Research
Moving Margins
Marginalia is the practice of writing notes in the margins of texts as a way to capture ones’ thoughts and feelings about the text during reading. It is the giving in to the impulse, based on what was read, to stop and record a comment. In this manuscript, we make the connection between marginalia and the visceral responses to text felt by one doctoral student (the second author) taking a course examining language as a “place of struggle” (hooks,…
Examining efforts to infuse diversity within one college of education
As part of a college-wide commitment to infusing diversity into educator preparation, focus groups were conducted to determine (a) faculty efforts to infuse diversity, (b) instructional approaches used, (c) factors that facilitate or hinder infusion, and (d) supports needed to enhance efforts. Results are presented highlighting personal professional development needs, contextual factors, and student-centered challenges that affect the extent to w…
Urban Students’ Perceptions of Teachers
What Does “Highly Qualified” Mean for Urban Special Educators
In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act…
Heartbeats
One of the ways to participate as change agents in the struggle toward a true participatory global democracy is constructing spaces in which to communicate across race, ethnicity, religion, class, and culture. This collaborative, auto/ethnographic performance text was started during a pre-conference workshop titled "Heartbeats: Writing Performance Texts," I designed and facilitated with the help of my colleague Carolyne J. White. The purpose of t…
Language at the Fault Lines
Language can be a divisive issue, particularly in places where a single language is associated with nationality. One's native tongue (or remnant of) indicates cultural origin and can thus function as social capitol, allowing or denying entrée into physical and social worlds. Children from dual-language families, especially those from Spanish-speaking homes, provide unique perspectives about bilingualism, especially as they consider how language c…
Characteristics of Latina/o Migrant Farmworker Students Attending a Large Metropolitan University
This article examines research findings from a study of Latina/o farmworker migrant students who have succeeded in gaining access to a college education at a large southern university. Findings reveal students with a strong Latina/o or bicultural identity who attend college seeking a better life, a career path, or to make their family proud. Parents and other family members are the paramount influence in the students' decision to attend college. …
You Gotta Represent¡ Ethnic Identity Development among Hispanic Adolescents
Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, …
Equity, Equality, and Standardization
In the more than 60 years since the Brown v. Board of Education ruling, the United States has been struggling to assure educational equality for all learners. This article will review how attempts at equality such as accountability and standardization movements have failed to close opportunity gaps for vulnerable and marginalized groups, particularly for students with disabilities from culturally and linguistically diverse backgrounds. Critical i…
Examining efforts to infuse diversity within one college of education
As part of a college-wide commitment to infusing diversity into educator preparation, focus groups were conducted to determine (a) faculty efforts to infuse diversity, (b) instructional approaches used, (c) factors that facilitate or hinder infusion, and (d) supports needed to enhance efforts. Results are presented highlighting personal professional development needs, contextual factors, and student-centered challenges that affect the extent to w…
Urban Students’ Perceptions of Teachers
Characteristics of Latina/o Migrant Farmworker Students Attending a Large Metropolitan University
This article examines research findings from a study of Latina/o farmworker migrant students who have succeeded in gaining access to a college education at a large southern university. Findings reveal students with a strong Latina/o or bicultural identity who attend college seeking a better life, a career path, or to make their family proud. Parents and other family members are the paramount influence in the students' decision to attend college. …
What Does “Highly Qualified” Mean for Urban Special Educators
In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act…
Heartbeats
One of the ways to participate as change agents in the struggle toward a true participatory global democracy is constructing spaces in which to communicate across race, ethnicity, religion, class, and culture. This collaborative, auto/ethnographic performance text was started during a pre-conference workshop titled "Heartbeats: Writing Performance Texts," I designed and facilitated with the help of my colleague Carolyne J. White. The purpose of t…
Language at the Fault Lines
Language can be a divisive issue, particularly in places where a single language is associated with nationality. One's native tongue (or remnant of) indicates cultural origin and can thus function as social capitol, allowing or denying entrée into physical and social worlds. Children from dual-language families, especially those from Spanish-speaking homes, provide unique perspectives about bilingualism, especially as they consider how language c…
You Gotta Represent¡ Ethnic Identity Development among Hispanic Adolescents
Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, …
Characteristics of Latina/o Migrant Farmworker Students Attending a Large Metropolitan University
This article examines research findings from a study of Latina/o farmworker migrant students who have succeeded in gaining access to a college education at a large southern university. Findings reveal students with a strong Latina/o or bicultural identity who attend college seeking a better life, a career path, or to make their family proud. Parents and other family members are the paramount influence in the students' decision to attend college. …
You Gotta Represent¡ Ethnic Identity Development among Hispanic Adolescents
Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, …
Language at the Fault Lines
Language can be a divisive issue, particularly in places where a single language is associated with nationality. One's native tongue (or remnant of) indicates cultural origin and can thus function as social capitol, allowing or denying entrée into physical and social worlds. Children from dual-language families, especially those from Spanish-speaking homes, provide unique perspectives about bilingualism, especially as they consider how language c…
Examining efforts to infuse diversity within one college of education
As part of a college-wide commitment to infusing diversity into educator preparation, focus groups were conducted to determine (a) faculty efforts to infuse diversity, (b) instructional approaches used, (c) factors that facilitate or hinder infusion, and (d) supports needed to enhance efforts. Results are presented highlighting personal professional development needs, contextual factors, and student-centered challenges that affect the extent to w…
Urban Students’ Perceptions of Teachers
What Does “Highly Qualified” Mean for Urban Special Educators
In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act…
Heartbeats
One of the ways to participate as change agents in the struggle toward a true participatory global democracy is constructing spaces in which to communicate across race, ethnicity, religion, class, and culture. This collaborative, auto/ethnographic performance text was started during a pre-conference workshop titled "Heartbeats: Writing Performance Texts," I designed and facilitated with the help of my colleague Carolyne J. White. The purpose of t…
Moving Margins
Marginalia is the practice of writing notes in the margins of texts as a way to capture ones’ thoughts and feelings about the text during reading. It is the giving in to the impulse, based on what was read, to stop and record a comment. In this manuscript, we make the connection between marginalia and the visceral responses to text felt by one doctoral student (the second author) taking a course examining language as a “place of struggle” (hooks,…
The Value of a Realist Understanding of Causality for Qualitative Research
Equity, Equality, and Standardization
In the more than 60 years since the Brown v. Board of Education ruling, the United States has been struggling to assure educational equality for all learners. This article will review how attempts at equality such as accountability and standardization movements have failed to close opportunity gaps for vulnerable and marginalized groups, particularly for students with disabilities from culturally and linguistically diverse backgrounds. Critical i…
Navigating Mandates and Working toward Coherence
This article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain si…
How a College of Education Makes the Hispanic-Serving Designation Meaningful
The designation of Hispanic-Serving Institution (HSI) is based on a percentage of Latinx students enrolled, rather than how policies, programs, or curriculum impact these students’ education. We describe how one Hispanic-Serving College of Education sought to make the designation meaningful through a collaborative research initiative in which common threads of care, community, inquiry, and agency emerged, as a means to build a contextualized iden…
Psychology (12 obras) · Sociology (11 obras) · Pedagogy (10 obras) · Political science (8 obras) · Teacher Education and Leadership Studies (5 obras) · Ethnic group (4 obras) · Mathematics education (4 obras) · Perception (4 obras) · Higher education (3 obras) · Higher Education Research Studies (3 obras)