Honorine Nocon
Biographic Data
| ID | 3638822 |
|---|---|
| NAME | Honorine Nocon |
| GIVEN NAMES | Honorine |
| FAMILY NAME | Nocon |
| SIGNATURE | NOCON H |
| AFFILIATIONS | University of Colorado Denver |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Deficit Beliefs and Cultural Responsiveness in a Bilingual International School
International schools exist in almost every country of the world, and international school educators come from a variety of countries, often teaching students from cultural and linguistic backgrounds different from their own. This article reports on a study that examined English-speaking educator beliefs about their Arabic-speaking students in a bilingual, international elementary school in the Middle East Near Africa region. Using mixed methods,…
The Fifth Dimension play and learning environment: Prototype to practice
The Laboratory of Comparative Human Cognition (LCHC) developed the Fifth Dimension (5D) prototype play/learning environment in 1982 in order to study the role of context in human cognition. The prototype, which blended play and learning with computers, children and college students acting as intergenerational teams, and university/community partnership, was first implemented in comparative community contexts in 1987. Since that time, the prototyp…
Reproducing Segregation: Parent Involvement, Diversity, and School Governance
Government programs currently mandate direct parental input in school governance. In comparing the actions of low-income Latino parents with those of middle-income White and Asian parents within the context of school governance, we found that although both groups actively sought and achieved reforms in order to improve their children's education, the eventual outcomes of their efforts differed. This study suggests that within multicultural settin…
Boundary-Crossing Competence: Theoretical Considerations and Educational Design
This article provides a conceptual account and empirical analyses of the development of boundary-crossing competence—the ability to function competently in multiple contexts—using representative cases from two after-school programs with immigrant and low-socioeconomic status students. Our findings suggest that organizational designs that create networks of related communities of practice can provide opportunities for nondominant students to devel…
Productive Resistance: Lessons from After School about Engaged Noncompliance
After‐school education programs, owing to their informal nature and limited scope, offer opportunities for targeted instruction of specialized skills and content. One effective design element in after‐school programming is an open and responsive structure that allows for ongoing evaluation, evolutionary design, and participant voice. This structure uses participants’ resistance and critique in a process of ongoing refinement of the programs. Data…
Spiders, Firesouls, and Little Fingers: Necessary Magic in University-Community Collaboration
On the basis of extensive research on university-community collaborative education projects in southern California and southern Sweden, this article proposes two roles and a research strategy and approach as elements essential to sustained collaboration. Recognition and fulfillment of the roles of "spider" and "firesoul," while "leading with the little finger," contribute to educational anthropology by linking qualitative and ethnographic researc…
Is the word "Mexican" taboo? The impact of the border on Spanish students′ integrative attitude and motivation
Article Is the word "Mexican" taboo? The impact of the border on Spanish students′ integrative attitude and motivation was published on January 1, 1995 in the journal International Journal of the Sociology of Language (volume 1995, issue 114)
Reproducing Segregation: Parent Involvement, Diversity, and School Governance
Government programs currently mandate direct parental input in school governance. In comparing the actions of low-income Latino parents with those of middle-income White and Asian parents within the context of school governance, we found that although both groups actively sought and achieved reforms in order to improve their children's education, the eventual outcomes of their efforts differed. This study suggests that within multicultural settin…
Spiders, Firesouls, and Little Fingers: Necessary Magic in University-Community Collaboration
On the basis of extensive research on university-community collaborative education projects in southern California and southern Sweden, this article proposes two roles and a research strategy and approach as elements essential to sustained collaboration. Recognition and fulfillment of the roles of "spider" and "firesoul," while "leading with the little finger," contribute to educational anthropology by linking qualitative and ethnographic researc…
Is the word "Mexican" taboo? The impact of the border on Spanish students′ integrative attitude and motivation
Article Is the word "Mexican" taboo? The impact of the border on Spanish students′ integrative attitude and motivation was published on January 1, 1995 in the journal International Journal of the Sociology of Language (volume 1995, issue 114)
Productive Resistance: Lessons from After School about Engaged Noncompliance
After‐school education programs, owing to their informal nature and limited scope, offer opportunities for targeted instruction of specialized skills and content. One effective design element in after‐school programming is an open and responsive structure that allows for ongoing evaluation, evolutionary design, and participant voice. This structure uses participants’ resistance and critique in a process of ongoing refinement of the programs. Data…
Is the word "Mexican" taboo? The impact of the border on Spanish students′ integrative attitude and motivation
Article Is the word "Mexican" taboo? The impact of the border on Spanish students′ integrative attitude and motivation was published on January 1, 1995 in the journal International Journal of the Sociology of Language (volume 1995, issue 114)
Spiders, Firesouls, and Little Fingers: Necessary Magic in University-Community Collaboration
On the basis of extensive research on university-community collaborative education projects in southern California and southern Sweden, this article proposes two roles and a research strategy and approach as elements essential to sustained collaboration. Recognition and fulfillment of the roles of "spider" and "firesoul," while "leading with the little finger," contribute to educational anthropology by linking qualitative and ethnographic researc…
Productive Resistance: Lessons from After School about Engaged Noncompliance
After‐school education programs, owing to their informal nature and limited scope, offer opportunities for targeted instruction of specialized skills and content. One effective design element in after‐school programming is an open and responsive structure that allows for ongoing evaluation, evolutionary design, and participant voice. This structure uses participants’ resistance and critique in a process of ongoing refinement of the programs. Data…
Boundary-Crossing Competence: Theoretical Considerations and Educational Design
This article provides a conceptual account and empirical analyses of the development of boundary-crossing competence—the ability to function competently in multiple contexts—using representative cases from two after-school programs with immigrant and low-socioeconomic status students. Our findings suggest that organizational designs that create networks of related communities of practice can provide opportunities for nondominant students to devel…
Reproducing Segregation: Parent Involvement, Diversity, and School Governance
Government programs currently mandate direct parental input in school governance. In comparing the actions of low-income Latino parents with those of middle-income White and Asian parents within the context of school governance, we found that although both groups actively sought and achieved reforms in order to improve their children's education, the eventual outcomes of their efforts differed. This study suggests that within multicultural settin…
The Fifth Dimension play and learning environment: Prototype to practice
The Laboratory of Comparative Human Cognition (LCHC) developed the Fifth Dimension (5D) prototype play/learning environment in 1982 in order to study the role of context in human cognition. The prototype, which blended play and learning with computers, children and college students acting as intergenerational teams, and university/community partnership, was first implemented in comparative community contexts in 1987. Since that time, the prototyp…
Deficit Beliefs and Cultural Responsiveness in a Bilingual International School
International schools exist in almost every country of the world, and international school educators come from a variety of countries, often teaching students from cultural and linguistic backgrounds different from their own. This article reports on a study that examined English-speaking educator beliefs about their Arabic-speaking students in a bilingual, international elementary school in the Middle East Near Africa region. Using mixed methods,…
Psychology (6 works) · Sociology (5 works) · Pedagogy (4 works) · Political science (3 works) · Social Psychology (3 works) · Anthropology (2 works) · Computer Science (2 works) · Cultural diversity (2 works) · Engineering (2 works) · Innovative Education and Learning Practices (2 works)