Robert Rueda
Biographic Data
| ID | 138360 |
|---|---|
| NAME | Robert Rueda |
| GIVEN NAMES | Robert |
| FAMILY NAME | Rueda |
| SIGNATURE | RUEDA R |
| AFFILIATIONS | University of Southern California |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 76 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 6 |
Learning and Motivational Characteristics of Urban Latino High School Youth
The academic achievement rates of urban Latino students are significantly lower than those of non-minority youth. To date, most of the research on this topic has focused on learning and motivational characteristics of underrepresented youth in elementary and middle school and much less on urban high schools. This study investigated variables related to learning, motivation, and engagement among high school–aged Latino youth. We found that learnin…
Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the s…
The 21st Century Teacher: A Cultural Perspective
In this article, the authors focus on the disciplinary divides between multicultural, bilingual, and special education. Existing issues that inhibit closer integration of these areas are highlighted, and a focus on the issue of culture is examined. Problematic ways that this key area has been treated in the past are described, and a proposal for a cultural focus on all students is described
Moderated Mediation Regarding the Sun-Safe Behaviors of U.S. Latinos: Advancing the Theory and Evidence for Acculturation-Focused Research and Interventions
Passing for English Fluent: Latino Immigrant Children Masking Language Proficiency
This article describes passing for English fluent among Latino immigrant children. A two-year ethnography of eight Latino immigrant families was conducted in which fifth-grade children were followed in home, school, and community contexts. This article presents passing as a consequence of U.S. race relations. Their reasons for presenting themselves as English fluent suggest a sophisticated awareness of the power and status of English in this coun…
A Sociocultural Perspective on Acculturation: Latino Immigrant Families Negotiating Diverse Discipline Practices
This article conceptualizes acculturation from a sociocultural theoretical framework. Drawing on data from a 2-year ethnographic study of immigrant families, specifically their beliefs and practices related to discipline, the authors show that acculturation is a complex, dynamic, and interactive process that cannot be easily measured through typical acculturation scales. Indeed, this study shows that families actively choose and negotiate the U.S…
Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts
A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English language learners (ELLs). We addressed these gaps by examining ELL placement patterns in California urban d…
Appropriating the Sociocultural Resources of Latino Paraeducators for Effective Instruction with Latino Students: Promise and Problems
This article examines the sociocultural scaffolding practices of 24 Latino paraeducators and 8 former Latino paraeducators (who had recently become teachers) as they worked with Latino students in two large urban schools. Instances were observed in which participants used important funds of knowledge in their interactions with students during instruction, in informal contexts, and in the case of the current paraeducators to inform the teachers wi…
Shaping Education through Diverse Funds of Knowledge: A Look at One Latina Paraeducator's Lived Experiences, Beliefs, and Teaching Practice
We examine the experiences of one Mexican immigrant paraeducator and how these translate into beliefs and teaching. Generally, the concept of "funds of knowledge" has been used with respect to students. We use this concept more broadly to consider the experiences of teachers as critical to their teaching and as resources for instruction. This paraeducator had markedly different experiences from those of the mainstream teaching force yet numerous …
Family Matters Related to the Reading Engagement of Latino Children
This article reports on the relation between ecocultural (Weisner, 1984) features of 18 Latino families in relation to their children's motivation to read. Five ecocultural features emerged as salient in families' daily living: Immigration, Culture and Language, Nurturance, Instrumental, and Workload. The 5 ecocultural features were examined in relation to children's perceptions of themselves as readers: self concept as reader and value of readin…
Apprenticeship for teaching: Professional development issues surrounding the collaborative relationship between teachers and paraeducators
Professional Roles, Caring, and Scaffolds: Latino Teachers' and Paraeducators' Interactions with Latino Students
Teacher-student interactions and the relationships that foster and are fostered through these play a vital role in school achievement. This article explores the impact that knowledge of students' culture and community has on the relationships and interactions between Latino teachers and para-educators and their Latino students. It also compares how school roles mediate use of this knowledge. Findings suggest that knowledge of students' experience…
Bilingual Education: A Dialogue with the Bakhtin Circle
Bilingual Education: A Dialogue with the Bakhtin Circle. Marcia Moraes. Albany: State University of New York Press, 1996. 159 pp
Metacognition and Passing: Strategic Interactions in the Lives of Students with Learning Disabilities
A paradox appears in the lives of students with learning disabilities: on the one hand, they go to great lengths to avoid difficult tasks while trying to appear competent (i.e., they display many of the characteristics associated with people who are attempting to conceal a tarnished identity while "passing" as bona fide). On the other hand, they check, monitor, and evaluate their actions (i.e., they display many of the characteristics associated …
Shaping Education through Diverse Funds of Knowledge: A Look at One Latina Paraeducator's Lived Experiences, Beliefs, and Teaching Practice
We examine the experiences of one Mexican immigrant paraeducator and how these translate into beliefs and teaching. Generally, the concept of "funds of knowledge" has been used with respect to students. We use this concept more broadly to consider the experiences of teachers as critical to their teaching and as resources for instruction. This paraeducator had markedly different experiences from those of the mainstream teaching force yet numerous …
Apprenticeship for teaching: Professional development issues surrounding the collaborative relationship between teachers and paraeducators
Passing for English Fluent: Latino Immigrant Children Masking Language Proficiency
This article describes passing for English fluent among Latino immigrant children. A two-year ethnography of eight Latino immigrant families was conducted in which fifth-grade children were followed in home, school, and community contexts. This article presents passing as a consequence of U.S. race relations. Their reasons for presenting themselves as English fluent suggest a sophisticated awareness of the power and status of English in this coun…
Professional Roles, Caring, and Scaffolds: Latino Teachers' and Paraeducators' Interactions with Latino Students
Teacher-student interactions and the relationships that foster and are fostered through these play a vital role in school achievement. This article explores the impact that knowledge of students' culture and community has on the relationships and interactions between Latino teachers and para-educators and their Latino students. It also compares how school roles mediate use of this knowledge. Findings suggest that knowledge of students' experience…
Metacognition and Passing: Strategic Interactions in the Lives of Students with Learning Disabilities
A paradox appears in the lives of students with learning disabilities: on the one hand, they go to great lengths to avoid difficult tasks while trying to appear competent (i.e., they display many of the characteristics associated with people who are attempting to conceal a tarnished identity while "passing" as bona fide). On the other hand, they check, monitor, and evaluate their actions (i.e., they display many of the characteristics associated …
Appropriating the Sociocultural Resources of Latino Paraeducators for Effective Instruction with Latino Students: Promise and Problems
This article examines the sociocultural scaffolding practices of 24 Latino paraeducators and 8 former Latino paraeducators (who had recently become teachers) as they worked with Latino students in two large urban schools. Instances were observed in which participants used important funds of knowledge in their interactions with students during instruction, in informal contexts, and in the case of the current paraeducators to inform the teachers wi…
Learning and Motivational Characteristics of Urban Latino High School Youth
The academic achievement rates of urban Latino students are significantly lower than those of non-minority youth. To date, most of the research on this topic has focused on learning and motivational characteristics of underrepresented youth in elementary and middle school and much less on urban high schools. This study investigated variables related to learning, motivation, and engagement among high school–aged Latino youth. We found that learnin…
The 21st Century Teacher: A Cultural Perspective
In this article, the authors focus on the disciplinary divides between multicultural, bilingual, and special education. Existing issues that inhibit closer integration of these areas are highlighted, and a focus on the issue of culture is examined. Problematic ways that this key area has been treated in the past are described, and a proposal for a cultural focus on all students is described
Family Matters Related to the Reading Engagement of Latino Children
This article reports on the relation between ecocultural (Weisner, 1984) features of 18 Latino families in relation to their children's motivation to read. Five ecocultural features emerged as salient in families' daily living: Immigration, Culture and Language, Nurturance, Instrumental, and Workload. The 5 ecocultural features were examined in relation to children's perceptions of themselves as readers: self concept as reader and value of readin…
A Sociocultural Perspective on Acculturation: Latino Immigrant Families Negotiating Diverse Discipline Practices
This article conceptualizes acculturation from a sociocultural theoretical framework. Drawing on data from a 2-year ethnographic study of immigrant families, specifically their beliefs and practices related to discipline, the authors show that acculturation is a complex, dynamic, and interactive process that cannot be easily measured through typical acculturation scales. Indeed, this study shows that families actively choose and negotiate the U.S…
Metacognition and Passing: Strategic Interactions in the Lives of Students with Learning Disabilities
A paradox appears in the lives of students with learning disabilities: on the one hand, they go to great lengths to avoid difficult tasks while trying to appear competent (i.e., they display many of the characteristics associated with people who are attempting to conceal a tarnished identity while "passing" as bona fide). On the other hand, they check, monitor, and evaluate their actions (i.e., they display many of the characteristics associated …
Bilingual Education: A Dialogue with the Bakhtin Circle
Bilingual Education: A Dialogue with the Bakhtin Circle. Marcia Moraes. Albany: State University of New York Press, 1996. 159 pp
Professional Roles, Caring, and Scaffolds: Latino Teachers' and Paraeducators' Interactions with Latino Students
Teacher-student interactions and the relationships that foster and are fostered through these play a vital role in school achievement. This article explores the impact that knowledge of students' culture and community has on the relationships and interactions between Latino teachers and para-educators and their Latino students. It also compares how school roles mediate use of this knowledge. Findings suggest that knowledge of students' experience…
Family Matters Related to the Reading Engagement of Latino Children
This article reports on the relation between ecocultural (Weisner, 1984) features of 18 Latino families in relation to their children's motivation to read. Five ecocultural features emerged as salient in families' daily living: Immigration, Culture and Language, Nurturance, Instrumental, and Workload. The 5 ecocultural features were examined in relation to children's perceptions of themselves as readers: self concept as reader and value of readin…
Apprenticeship for teaching: Professional development issues surrounding the collaborative relationship between teachers and paraeducators
Shaping Education through Diverse Funds of Knowledge: A Look at One Latina Paraeducator's Lived Experiences, Beliefs, and Teaching Practice
We examine the experiences of one Mexican immigrant paraeducator and how these translate into beliefs and teaching. Generally, the concept of "funds of knowledge" has been used with respect to students. We use this concept more broadly to consider the experiences of teachers as critical to their teaching and as resources for instruction. This paraeducator had markedly different experiences from those of the mainstream teaching force yet numerous …
Appropriating the Sociocultural Resources of Latino Paraeducators for Effective Instruction with Latino Students: Promise and Problems
This article examines the sociocultural scaffolding practices of 24 Latino paraeducators and 8 former Latino paraeducators (who had recently become teachers) as they worked with Latino students in two large urban schools. Instances were observed in which participants used important funds of knowledge in their interactions with students during instruction, in informal contexts, and in the case of the current paraeducators to inform the teachers wi…
Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts
A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English language learners (ELLs). We addressed these gaps by examining ELL placement patterns in California urban d…
A Sociocultural Perspective on Acculturation: Latino Immigrant Families Negotiating Diverse Discipline Practices
This article conceptualizes acculturation from a sociocultural theoretical framework. Drawing on data from a 2-year ethnographic study of immigrant families, specifically their beliefs and practices related to discipline, the authors show that acculturation is a complex, dynamic, and interactive process that cannot be easily measured through typical acculturation scales. Indeed, this study shows that families actively choose and negotiate the U.S…
Moderated Mediation Regarding the Sun-Safe Behaviors of U.S. Latinos: Advancing the Theory and Evidence for Acculturation-Focused Research and Interventions
Passing for English Fluent: Latino Immigrant Children Masking Language Proficiency
This article describes passing for English fluent among Latino immigrant children. A two-year ethnography of eight Latino immigrant families was conducted in which fifth-grade children were followed in home, school, and community contexts. This article presents passing as a consequence of U.S. race relations. Their reasons for presenting themselves as English fluent suggest a sophisticated awareness of the power and status of English in this coun…
Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the s…
The 21st Century Teacher: A Cultural Perspective
In this article, the authors focus on the disciplinary divides between multicultural, bilingual, and special education. Existing issues that inhibit closer integration of these areas are highlighted, and a focus on the issue of culture is examined. Problematic ways that this key area has been treated in the past are described, and a proposal for a cultural focus on all students is described
Learning and Motivational Characteristics of Urban Latino High School Youth
The academic achievement rates of urban Latino students are significantly lower than those of non-minority youth. To date, most of the research on this topic has focused on learning and motivational characteristics of underrepresented youth in elementary and middle school and much less on urban high schools. This study investigated variables related to learning, motivation, and engagement among high school–aged Latino youth. We found that learnin…
Psychology (13 works) · Sociology (12 works) · Pedagogy (7 works) · Parental Involvement in Education (6 works) · Mathematics education (5 works) · Social Psychology (5 works) · Sociocultural evolution (5 works) · Collaborative Teaching and Inclusion (4 works) · Early Childhood Education and Development (4 works) · Ethnic group (4 works)