Richard P Durán
Biographic Data
| ID | 189765 |
|---|---|
| NAME | Richard P Durán |
| GIVEN NAMES | Richard P |
| FAMILY NAME | Durán |
| SIGNATURE | DURÁN R P |
| AFFILIATIONS | University of California, Santa Barbara |
| VERIFIED | No |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Latinx Immigrant Parents’ Cultural Communicative Resources: Bridging the Worlds of Home, Community, and School Policy
This study examined how heritage language and cultural funds of knowledge of Spanish-dominant Latinx immigrant families served as powerful resources for their concientización—critical awareness of important problems and social conditions—and bridged their cultural worlds of home, community, and school policy. The study drew on three complementary theories: Cultural Historical Activity Theory or Funds of Knowledge, Critical Pedagogy, and Bridging …
Latinx Community College Students’ Transition to a 4-Year Public Research-Intensive University
This ethnographic case study examined how 16 Latinx community college students experienced the transition to a selective 4-year public research-intensive university. Participants encountered challenges with social isolation, adapting to a fast-paced quarter system and to large course sizes, limited access to information on resources, restricted access to majors, and maintaining healthy lifestyles while attending to academic achievement. Participa…
The changing U.S. Latinx immigrant population: Demographic trends with implications for employment, schooling, and population Integration
This paper provides descriptive information regarding the composition of the Latinx population of the United States. I note differences in educational attainment and occupational mobility confirming findings by other authors–Latinix individuals continue to experience a stalled mode of incorporation in America. The paper also discusses policy implications, giving special attention to the changing character of the American economy. For Latinix peop…
Home is where the heart is: Latinx youth expression and identity in a critical maker project
Making has been touted for its potential to democratize STEM yet could be replicating issues of limited participation of persons from educationally underserved populations. This version of making could be problematic for young women of color, limiting participation and aspirations for STEM careers. We present a counterexample with Critical Making, an approach of action, reflection, and community dialog to promote social change. We examine a multi…
Latinx Parents’ Literacy Practices and Concientización in Petitioning Their Local School Board Regarding Funding Priorities
A case study of a Latinx parent-school engagement program is presented illustrating how immigrant parents became collective political actors providing input into their California school district’s formulation of its Local Control Accountability Plan (LCAP). The LCAP was part of newly adopted statewide Local Control Funding Formula policy providing supplemental funding to schools in support of services needed by students who were identified as low…
A Sociocognitive Perspective on Assessing EL Students in the Age of Common Core and Next Generation Science Standards
Subject‐area standards such as Common Core State Standards for Language Arts and Mathematics and Next Generation Science Standards offer deeper, richer views of subject‐area proficiency. In science, they underscore doing things with facts and concepts, such as explaining, planning, and investigating—activities that are intertwined with language, with specialized structures and functions of academic English. This article explores the implications …
English-Spanish Cognates in Picture Books: Toward a Vocabulary Curriculum for Latino ELLs
English-Spanish cognates are words that are spelled similarly or identically and possess the same or nearly the same meanings in both languages. Many cognates are academic vocabulary words and are very common in content area textbooks. The primary purpose of this investigation was to obtain an estimate of the number of different cognates in picture books. Two studies of picture books were conducted to determine their English-Spanish cognate conte…
Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning
Elementary school children, some of whom were nonnative speakers of English, learned to add and subtract integers in a discovery-based multimedia game either with or without verbal guidance in English or optionally in Spanish (Groups G-verbal guidance and No-G-no verbal guidance, respectively).Group G members chose to listen to verbal explanations in their first language and showed larger posttest scores than Group No-G.High-computer-experience s…
Learning and Technology: Implications for Culturally Responsive Instructional Activity and Models of Achievement
Richard P. Duran, Learning and Technology: Implications for Culturally Responsive Instructional Activity and Models of Achievement, The Journal of Negro Education, Vol. 67, No. 3, Assessment in the Context of Culture and Pedagogy (Summer, 1998), pp. 220-227
Learning by Understanding: The Role of Multiple Representations in Learning Algebra
Prealgebra students learned about functions in a unit that emphasized (a) representing problems in multiple formats, (b) anchoring learning in a meaningful thematic context, and (c) problem-solving processes in cooperative groups. In posttest results, treatment students were more successful in representing and solving a function word problem and were better at problem representation tasks such as translating word problems into tables and graphs t…
Introduction: Notes on the special issue
Cooperative learning interaction and construction of activity
Constructionist and conversation analysis perspectives are presented as motivating detailed study of interactive processes in literate activity. Analyses are then presented of the interaction of 4 Spanish—English students while one student generates a story as part of a cooperative learning activity within a curriculum known as CIRC. The third‐grade children under study had recently moved from Spanish to English in their language arts instruction…
The English-only movement: Myths, reality, and implications for psychology
The English-only movement: Myths, reality, and implications for psychology
The scientiJc literature relevant to the ar-guments for and against the English-only movement is' reviewed, to determine whether the Resolution Against English Only before the Board of Directors and the Coun-cil of Representatives of the American Psychological As-sociation (APA) was supportable. Some of the misconcep-tions advanced by English-only advocates that ajfect the sociopsychological, educational, testing, and health-service delivery aren…
Answering questions from oceanography texts: Learner, task, and text characteristics
A conceptual model of question answering from academic texts is proposed that is of potential value in investigating differences in the academic reading comprehension behavior of native and nonnative English speakers. The model guided protocol analysis of seven college students answering questions on two selections drawn from their introductory oceanography textbook. The three nonnative English speakers and four native English speakers described …
Assessing English Composition Skills in Spanish-Speaking Populations
The English writing ability of Mexican-American and Puerto Rican college candidates taking the College Board's English Composition Test (ECT) in December 1979 was studied. Mexican-American and Puerto Rican candidates were partitioned into groups indicating that English was the best language or else groups indicating that English was not the best language. The performances of three groups on essay portions and multiple-choice portions of the ECT w…
Hispanics' Education and Background: Predictors of College Achievement
(1985). Hispanics' Education and Background: Predictors of College Achievement. The Journal of Higher Education: Vol. 56, No. 2, pp. 233-237
Discourse skills of bilingual children: Precursors of Literacy
An Information-Processing Approach to the Study of Hispanic Bilinguals' Cognition
Hispanics' Education and Background: Predictors of College Achievement
(1985). Hispanics' Education and Background: Predictors of College Achievement. The Journal of Higher Education: Vol. 56, No. 2, pp. 233-237
Answering questions from oceanography texts: Learner, task, and text characteristics
A conceptual model of question answering from academic texts is proposed that is of potential value in investigating differences in the academic reading comprehension behavior of native and nonnative English speakers. The model guided protocol analysis of seven college students answering questions on two selections drawn from their introductory oceanography textbook. The three nonnative English speakers and four native English speakers described …
A Sociocognitive Perspective on Assessing EL Students in the Age of Common Core and Next Generation Science Standards
Subject‐area standards such as Common Core State Standards for Language Arts and Mathematics and Next Generation Science Standards offer deeper, richer views of subject‐area proficiency. In science, they underscore doing things with facts and concepts, such as explaining, planning, and investigating—activities that are intertwined with language, with specialized structures and functions of academic English. This article explores the implications …
Latinx Community College Students’ Transition to a 4-Year Public Research-Intensive University
This ethnographic case study examined how 16 Latinx community college students experienced the transition to a selective 4-year public research-intensive university. Participants encountered challenges with social isolation, adapting to a fast-paced quarter system and to large course sizes, limited access to information on resources, restricted access to majors, and maintaining healthy lifestyles while attending to academic achievement. Participa…
English-Spanish Cognates in Picture Books: Toward a Vocabulary Curriculum for Latino ELLs
English-Spanish cognates are words that are spelled similarly or identically and possess the same or nearly the same meanings in both languages. Many cognates are academic vocabulary words and are very common in content area textbooks. The primary purpose of this investigation was to obtain an estimate of the number of different cognates in picture books. Two studies of picture books were conducted to determine their English-Spanish cognate conte…
Cooperative learning interaction and construction of activity
Constructionist and conversation analysis perspectives are presented as motivating detailed study of interactive processes in literate activity. Analyses are then presented of the interaction of 4 Spanish—English students while one student generates a story as part of a cooperative learning activity within a curriculum known as CIRC. The third‐grade children under study had recently moved from Spanish to English in their language arts instruction…
Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning
Elementary school children, some of whom were nonnative speakers of English, learned to add and subtract integers in a discovery-based multimedia game either with or without verbal guidance in English or optionally in Spanish (Groups G-verbal guidance and No-G-no verbal guidance, respectively).Group G members chose to listen to verbal explanations in their first language and showed larger posttest scores than Group No-G.High-computer-experience s…
Learning and Technology: Implications for Culturally Responsive Instructional Activity and Models of Achievement
Richard P. Duran, Learning and Technology: Implications for Culturally Responsive Instructional Activity and Models of Achievement, The Journal of Negro Education, Vol. 67, No. 3, Assessment in the Context of Culture and Pedagogy (Summer, 1998), pp. 220-227
Learning by Understanding: The Role of Multiple Representations in Learning Algebra
Prealgebra students learned about functions in a unit that emphasized (a) representing problems in multiple formats, (b) anchoring learning in a meaningful thematic context, and (c) problem-solving processes in cooperative groups. In posttest results, treatment students were more successful in representing and solving a function word problem and were better at problem representation tasks such as translating word problems into tables and graphs t…
An Information-Processing Approach to the Study of Hispanic Bilinguals' Cognition
Assessing English Composition Skills in Spanish-Speaking Populations
The English writing ability of Mexican-American and Puerto Rican college candidates taking the College Board's English Composition Test (ECT) in December 1979 was studied. Mexican-American and Puerto Rican candidates were partitioned into groups indicating that English was the best language or else groups indicating that English was not the best language. The performances of three groups on essay portions and multiple-choice portions of the ECT w…
Hispanics' Education and Background: Predictors of College Achievement
(1985). Hispanics' Education and Background: Predictors of College Achievement. The Journal of Higher Education: Vol. 56, No. 2, pp. 233-237
Discourse skills of bilingual children: Precursors of Literacy
Answering questions from oceanography texts: Learner, task, and text characteristics
A conceptual model of question answering from academic texts is proposed that is of potential value in investigating differences in the academic reading comprehension behavior of native and nonnative English speakers. The model guided protocol analysis of seven college students answering questions on two selections drawn from their introductory oceanography textbook. The three nonnative English speakers and four native English speakers described …
The English-only movement: Myths, reality, and implications for psychology
The English-only movement: Myths, reality, and implications for psychology
The scientiJc literature relevant to the ar-guments for and against the English-only movement is' reviewed, to determine whether the Resolution Against English Only before the Board of Directors and the Coun-cil of Representatives of the American Psychological As-sociation (APA) was supportable. Some of the misconcep-tions advanced by English-only advocates that ajfect the sociopsychological, educational, testing, and health-service delivery aren…
Introduction: Notes on the special issue
Cooperative learning interaction and construction of activity
Constructionist and conversation analysis perspectives are presented as motivating detailed study of interactive processes in literate activity. Analyses are then presented of the interaction of 4 Spanish—English students while one student generates a story as part of a cooperative learning activity within a curriculum known as CIRC. The third‐grade children under study had recently moved from Spanish to English in their language arts instruction…
Learning by Understanding: The Role of Multiple Representations in Learning Algebra
Prealgebra students learned about functions in a unit that emphasized (a) representing problems in multiple formats, (b) anchoring learning in a meaningful thematic context, and (c) problem-solving processes in cooperative groups. In posttest results, treatment students were more successful in representing and solving a function word problem and were better at problem representation tasks such as translating word problems into tables and graphs t…
Learning and Technology: Implications for Culturally Responsive Instructional Activity and Models of Achievement
Richard P. Duran, Learning and Technology: Implications for Culturally Responsive Instructional Activity and Models of Achievement, The Journal of Negro Education, Vol. 67, No. 3, Assessment in the Context of Culture and Pedagogy (Summer, 1998), pp. 220-227
Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning
Elementary school children, some of whom were nonnative speakers of English, learned to add and subtract integers in a discovery-based multimedia game either with or without verbal guidance in English or optionally in Spanish (Groups G-verbal guidance and No-G-no verbal guidance, respectively).Group G members chose to listen to verbal explanations in their first language and showed larger posttest scores than Group No-G.High-computer-experience s…
English-Spanish Cognates in Picture Books: Toward a Vocabulary Curriculum for Latino ELLs
English-Spanish cognates are words that are spelled similarly or identically and possess the same or nearly the same meanings in both languages. Many cognates are academic vocabulary words and are very common in content area textbooks. The primary purpose of this investigation was to obtain an estimate of the number of different cognates in picture books. Two studies of picture books were conducted to determine their English-Spanish cognate conte…
A Sociocognitive Perspective on Assessing EL Students in the Age of Common Core and Next Generation Science Standards
Subject‐area standards such as Common Core State Standards for Language Arts and Mathematics and Next Generation Science Standards offer deeper, richer views of subject‐area proficiency. In science, they underscore doing things with facts and concepts, such as explaining, planning, and investigating—activities that are intertwined with language, with specialized structures and functions of academic English. This article explores the implications …
Home is where the heart is: Latinx youth expression and identity in a critical maker project
Making has been touted for its potential to democratize STEM yet could be replicating issues of limited participation of persons from educationally underserved populations. This version of making could be problematic for young women of color, limiting participation and aspirations for STEM careers. We present a counterexample with Critical Making, an approach of action, reflection, and community dialog to promote social change. We examine a multi…
Latinx Parents’ Literacy Practices and Concientización in Petitioning Their Local School Board Regarding Funding Priorities
A case study of a Latinx parent-school engagement program is presented illustrating how immigrant parents became collective political actors providing input into their California school district’s formulation of its Local Control Accountability Plan (LCAP). The LCAP was part of newly adopted statewide Local Control Funding Formula policy providing supplemental funding to schools in support of services needed by students who were identified as low…
Latinx Immigrant Parents’ Cultural Communicative Resources: Bridging the Worlds of Home, Community, and School Policy
This study examined how heritage language and cultural funds of knowledge of Spanish-dominant Latinx immigrant families served as powerful resources for their concientización—critical awareness of important problems and social conditions—and bridged their cultural worlds of home, community, and school policy. The study drew on three complementary theories: Cultural Historical Activity Theory or Funds of Knowledge, Critical Pedagogy, and Bridging …
Latinx Community College Students’ Transition to a 4-Year Public Research-Intensive University
This ethnographic case study examined how 16 Latinx community college students experienced the transition to a selective 4-year public research-intensive university. Participants encountered challenges with social isolation, adapting to a fast-paced quarter system and to large course sizes, limited access to information on resources, restricted access to majors, and maintaining healthy lifestyles while attending to academic achievement. Participa…
The changing U.S. Latinx immigrant population: Demographic trends with implications for employment, schooling, and population Integration
This paper provides descriptive information regarding the composition of the Latinx population of the United States. I note differences in educational attainment and occupational mobility confirming findings by other authors–Latinix individuals continue to experience a stalled mode of incorporation in America. The paper also discusses policy implications, giving special attention to the changing character of the American economy. For Latinix peop…
Psychology (15 works) · Sociology (10 works) · Pedagogy (9 works) · Computer Science (8 works) · Mathematics education (8 works) · Linguistics (7 works) · EFL/ESL Teaching and Learning (6 works) · Political science (5 works) · Philosophy (4 works) · Academic achievement (3 works)