Maxie Gluckman
Biographic Data
| ID | 3935872 |
|---|---|
| NAME | Maxie Gluckman |
| GIVEN NAMES | Maxie |
| FAMILY NAME | Gluckman |
| SIGNATURE | GLUCKMAN M |
| AFFILIATIONS | International Research & Exchanges Board, Washington, DC 20005, USA |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Learning from Central American migrant children in‐transit within Mexico: A funds of knowledge approach
Migration can have long‐term impacts on children's well‐being, identity, academic aspirations and success. Children's voices, however, are often absent from educational scholarship and practice. Employing participatory storytelling methods, this study explores what informal learnings or ‘funds of knowledge’ Honduran children develop while in‐transit within Mexico. The findings present how children cared for their communities, used technology to d…
Learning in Transit: Crossing Borders, Waiting, and Waiting to Cross
Recent U.S. policy changes have contributed to longer waiting periods for migrant families in Mexican border cities. This study centers on four Honduran families enrolled in the Migrant Protection Protocols (MPP) policy, also referred to as 'Remain in Mexico,' while undergoing prolonged waiting periods in the Mexican border town of Monterrey, Nuevo Léon. Centering on young people's voices, we ask what they learn during this prolonged period of tr…
Educating Transnationally Mobile Students: A Multidimensional Framework
The back and forth migration of children and youth between the United States and Mexico has created a unique group of approximately nine million “students we share” who have been educated in both countries (Jensen and Sawyer 2013). The social, political, and economic interconnectivity of the United States and Mexico suggests that these trends are likely to continue, making the education of transnationally mobile students, or those students who ha…
Responses to Covid-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity
In early 2020, the rapid spread of the COVID-19 pandemic was an unprecedented shock to the global education system, resulting in most educational institutions closing their doors and turning to various forms of remote learning to ensure continuous education for their communities. Since the world has not experienced this scale of school closure before, the goal of this study was to explore what, if anything, non-state schools (NNSs) were doing to …
Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction
We study how a suburban U.S. district in the early stages of demographic change developed systems of support for teachers of English learners (ELs). Using district- and school-level social network and interview data, we examine elementary teachers’ EL-related professional learning opportunities, and how district and school organizational contexts enabled or constrained these opportunities. We find that the separation of language and content at th…
Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction
We study how a suburban U.S. district in the early stages of demographic change developed systems of support for teachers of English learners (ELs). Using district- and school-level social network and interview data, we examine elementary teachers’ EL-related professional learning opportunities, and how district and school organizational contexts enabled or constrained these opportunities. We find that the separation of language and content at th…
Learning in Transit: Crossing Borders, Waiting, and Waiting to Cross
Recent U.S. policy changes have contributed to longer waiting periods for migrant families in Mexican border cities. This study centers on four Honduran families enrolled in the Migrant Protection Protocols (MPP) policy, also referred to as 'Remain in Mexico,' while undergoing prolonged waiting periods in the Mexican border town of Monterrey, Nuevo Léon. Centering on young people's voices, we ask what they learn during this prolonged period of tr…
Learning from Central American migrant children in‐transit within Mexico: A funds of knowledge approach
Migration can have long‐term impacts on children's well‐being, identity, academic aspirations and success. Children's voices, however, are often absent from educational scholarship and practice. Employing participatory storytelling methods, this study explores what informal learnings or ‘funds of knowledge’ Honduran children develop while in‐transit within Mexico. The findings present how children cared for their communities, used technology to d…
Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction
We study how a suburban U.S. district in the early stages of demographic change developed systems of support for teachers of English learners (ELs). Using district- and school-level social network and interview data, we examine elementary teachers’ EL-related professional learning opportunities, and how district and school organizational contexts enabled or constrained these opportunities. We find that the separation of language and content at th…
Responses to Covid-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity
In early 2020, the rapid spread of the COVID-19 pandemic was an unprecedented shock to the global education system, resulting in most educational institutions closing their doors and turning to various forms of remote learning to ensure continuous education for their communities. Since the world has not experienced this scale of school closure before, the goal of this study was to explore what, if anything, non-state schools (NNSs) were doing to …
Educating Transnationally Mobile Students: A Multidimensional Framework
The back and forth migration of children and youth between the United States and Mexico has created a unique group of approximately nine million “students we share” who have been educated in both countries (Jensen and Sawyer 2013). The social, political, and economic interconnectivity of the United States and Mexico suggests that these trends are likely to continue, making the education of transnationally mobile students, or those students who ha…
Learning in Transit: Crossing Borders, Waiting, and Waiting to Cross
Recent U.S. policy changes have contributed to longer waiting periods for migrant families in Mexican border cities. This study centers on four Honduran families enrolled in the Migrant Protection Protocols (MPP) policy, also referred to as 'Remain in Mexico,' while undergoing prolonged waiting periods in the Mexican border town of Monterrey, Nuevo Léon. Centering on young people's voices, we ask what they learn during this prolonged period of tr…
Learning from Central American migrant children in‐transit within Mexico: A funds of knowledge approach
Migration can have long‐term impacts on children's well‐being, identity, academic aspirations and success. Children's voices, however, are often absent from educational scholarship and practice. Employing participatory storytelling methods, this study explores what informal learnings or ‘funds of knowledge’ Honduran children develop while in‐transit within Mexico. The findings present how children cared for their communities, used technology to d…
Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Economic growth (3 works) · Anthropology (2 works) · Computer Science (2 works) · Economics (2 works) · Global Education and Multiculturalism (2 works) · Public relations (2 works) · Sociology (2 works)