Carmen Medina
Biographic Data
| ID | 3829199 |
|---|---|
| NAME | Carmen Medina |
| GIVEN NAMES | Carmen |
| FAMILY NAME | Medina |
| SIGNATURE | MEDINA C |
| AFFILIATIONS | The Ohio State University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 2 |
Reading Across Communities” in Biliteracy Practices: Examining Translocal Discourses and Cultural Flows in Literature Discussions
The engagement of immigrant children in literature discussion groups in an elementary school classroom in the United States is studied in this article. The analysis shows how the students' responses are embedded in translocal movements across places, time, and people that can be characterized as constructing dynamic cultural flows. The findings are used to envision classroom practices and curricula for response to literature foregrounding reading…
The “Generacion Diez” After-School Program and Latino Parent Involvement with Schools
WhenJerry SpringerVisits Your Classroom: Teaching Latina Literature in a Contested Ground
How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
How to best prepare teachers to work with diverse learners engaged in multiple and new literacies (Luke & Elkins, 1998; The New London Group, 1996) is a critical concern to teacher educators. In the 21st century, the face of literacy and the faces in K-12 classrooms will become increasingly diverse. Luke and Elkins (1998) point out, The texts and literate practices of everyday life are changing at an unprecedented and disorienting pace. This appl…
Reading Across Communities” in Biliteracy Practices: Examining Translocal Discourses and Cultural Flows in Literature Discussions
The engagement of immigrant children in literature discussion groups in an elementary school classroom in the United States is studied in this article. The analysis shows how the students' responses are embedded in translocal movements across places, time, and people that can be characterized as constructing dynamic cultural flows. The findings are used to envision classroom practices and curricula for response to literature foregrounding reading…
How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
How to best prepare teachers to work with diverse learners engaged in multiple and new literacies (Luke & Elkins, 1998; The New London Group, 1996) is a critical concern to teacher educators. In the 21st century, the face of literacy and the faces in K-12 classrooms will become increasingly diverse. Luke and Elkins (1998) point out, The texts and literate practices of everyday life are changing at an unprecedented and disorienting pace. This appl…
WhenJerry SpringerVisits Your Classroom: Teaching Latina Literature in a Contested Ground
How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
How to best prepare teachers to work with diverse learners engaged in multiple and new literacies (Luke & Elkins, 1998; The New London Group, 1996) is a critical concern to teacher educators. In the 21st century, the face of literacy and the faces in K-12 classrooms will become increasingly diverse. Luke and Elkins (1998) point out, The texts and literate practices of everyday life are changing at an unprecedented and disorienting pace. This appl…
WhenJerry SpringerVisits Your Classroom: Teaching Latina Literature in a Contested Ground
The “Generacion Diez” After-School Program and Latino Parent Involvement with Schools
Reading Across Communities” in Biliteracy Practices: Examining Translocal Discourses and Cultural Flows in Literature Discussions
The engagement of immigrant children in literature discussion groups in an elementary school classroom in the United States is studied in this article. The analysis shows how the students' responses are embedded in translocal movements across places, time, and people that can be characterized as constructing dynamic cultural flows. The findings are used to envision classroom practices and curricula for response to literature foregrounding reading…
Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Sociology (3 works) · Curriculum (2 works) · Diverse Education Studies and Reforms (2 works) · Literacy (2 works) · Mathematics education (2 works) · Reading (process) (2 works) · Art (1 works)