Laura M Gómez
Biographic Data
| ID | 3649603 |
|---|---|
| NAME | Laura M Gómez |
| GIVEN NAMES | Laura M |
| FAMILY NAME | Gómez |
| SIGNATURE | GOMEZ L M |
| AFFILIATIONS | Arizona State University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Dual language programs
Public schools across the country are increasingly working with children who enter schools speaking a language other than English. Using a case study methodology, the authors examined Dual Language Program (DLP) implementation in Arizona, which by law supports English-only education. Several benefits (bilingualism, bi-literacy, biculturalism, globalization) and challenges (curriculum, teachers, state policy, funding, and lack of access to DLPs fo…
Examining Arizona’s Policy Response Post Flores v. Arizona in Educating K–12 English Language Learners
This article provides an analysis of Arizona’s policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data. This study reveals 5 salient policy responses: (a) severely limit bilingual education, (b) develop controversial funding solutions, (c) implement a segregated 4-hr English language development block, (d) mandate structured English immersion–focused…
Bicultural Parent Engagement
Editors Edward M. Olivos, Oscar Jimenez-Castellanos, and Alberto M. Ochoa compiled chapters in the book Bicultural Parent Engagement: Advocacy and Empowerment that explore the contributions and ach
Applying Racist Nativism Theory to K-12 Education Policy in Arizona, 2000-2010
Research Article| September 01 2013 Applying Racist Nativism Theory to K–12 Education Policy in Arizona, 2000–2010 Oscar Jiménez-Castellanos, Oscar Jiménez-Castellanos Oscar Jiménez-Castellanos is an assistant professor of education policy and evaluation in the Mary Lou Fulton Teachers College at Arizona State University. He has published widely in K-12 education policy and finance as it relates to low-income and ethnically and linguistically div…
Examining Arizona’s Policy Response Post Flores v. Arizona in Educating K–12 English Language Learners
This article provides an analysis of Arizona’s policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data. This study reveals 5 salient policy responses: (a) severely limit bilingual education, (b) develop controversial funding solutions, (c) implement a segregated 4-hr English language development block, (d) mandate structured English immersion–focused…
Applying Racist Nativism Theory to K-12 Education Policy in Arizona, 2000-2010
Research Article| September 01 2013 Applying Racist Nativism Theory to K–12 Education Policy in Arizona, 2000–2010 Oscar Jiménez-Castellanos, Oscar Jiménez-Castellanos Oscar Jiménez-Castellanos is an assistant professor of education policy and evaluation in the Mary Lou Fulton Teachers College at Arizona State University. He has published widely in K-12 education policy and finance as it relates to low-income and ethnically and linguistically div…
Bicultural Parent Engagement
Editors Edward M. Olivos, Oscar Jimenez-Castellanos, and Alberto M. Ochoa compiled chapters in the book Bicultural Parent Engagement: Advocacy and Empowerment that explore the contributions and ach
Applying Racist Nativism Theory to K-12 Education Policy in Arizona, 2000-2010
Research Article| September 01 2013 Applying Racist Nativism Theory to K–12 Education Policy in Arizona, 2000–2010 Oscar Jiménez-Castellanos, Oscar Jiménez-Castellanos Oscar Jiménez-Castellanos is an assistant professor of education policy and evaluation in the Mary Lou Fulton Teachers College at Arizona State University. He has published widely in K-12 education policy and finance as it relates to low-income and ethnically and linguistically div…
Examining Arizona’s Policy Response Post Flores v. Arizona in Educating K–12 English Language Learners
This article provides an analysis of Arizona’s policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data. This study reveals 5 salient policy responses: (a) severely limit bilingual education, (b) develop controversial funding solutions, (c) implement a segregated 4-hr English language development block, (d) mandate structured English immersion–focused…
Dual language programs
Public schools across the country are increasingly working with children who enter schools speaking a language other than English. Using a case study methodology, the authors examined Dual Language Program (DLP) implementation in Arizona, which by law supports English-only education. Several benefits (bilingualism, bi-literacy, biculturalism, globalization) and challenges (curriculum, teachers, state policy, funding, and lack of access to DLPs fo…
Political science (4 works) · Sociology (4 works) · Psychology (3 works) · Biculturalism (2 works) · Critical Race Theory in Education (2 works) · English language (2 works) · Law (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works)