Mayra C Daniel
Biographic Data
| ID | 4140436 |
|---|---|
| NAME | Mayra C Daniel |
| GIVEN NAMES | Mayra C |
| FAMILY NAME | Daniel |
| SIGNATURE | DANIEL M C |
| AFFILIATIONS | Northern Illinois University |
| ORCID | 0000-0003-2702-0071 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Ecuador’s goals for equity and inclusivity
This study examines the perspectives of 45 Ecuadorian in-service teachers on recent educational reforms designed to foster vital and integral skills in K-12 students. Through focus group discussions, three themes emerged: pedagogy, assessment, and the whole-child approach. Teachers acknowledged the benefits of innovations such as the inclusion of transversal subjects, elective courses, and social-emotional learning and pointed out challenges rela…
An investigation of teacher candidates’ ideologies towards emergent bilingual students
This study examined how teacher candidates’ beliefs about language and ideologies towards emergent bilinguals (EBs’) are influenced by the number of bilingual and English as a second language methods (BEM) courses they complete, and if their perspectives further evolve as they spend time in field placements. A total of 293 pre-service teachers completed Fitzsimmons-Doolan’s 2011 language ideology dimensions survey at the beginning of an academic …
Culturally Responsive Schooling during Covid-19
This case study documents the experiences and efforts of six K–5 teachers from the Midwest region of the United States to adjust instruction and establish meaningful and productive online learning environments during the pandemic. Two themes emerged from the data reflecting teachers’ perceptions about the quality of instruction and insufficiency of social emotional supports provided to students. We argue for instructional paradigms that address l…
Examining the SEL Understandings of Teachers from an Urban United States School District
Working with teachers on culturally affirming instruction in Guatemala
This study examines 96 Guatemalan teachers’ perspectives on the viability of educational mandates from Guatemala’s Ministry of Education and explores their perceived ability to advocate in the schoolhouse. Data included focus groups prior to, and after, workshops on topics related to effective literacy interventions in diverse contexts. Findings indicate positive changes from pre to post-workshop focus groups in participants’ beliefs of their pot…
Examining Ecuadorian teachers’ perspectives on their students’ multiculturalism
This study investigated Ecuadorian teachers’ attitudes towards multilingual students. This work was informed by findings from two previous studies consisting of observations and interviews with secondary school teachers. In this mixed methods study, 26 teachers completed a 22-question Likert Scale questionnaire that explored their awareness of the influences of students’ cultural norms on classroom instruction. In small focus groups, participants…
The Moroccan educational context
No prominent works on this page.
The Moroccan educational context
Examining Ecuadorian teachers’ perspectives on their students’ multiculturalism
This study investigated Ecuadorian teachers’ attitudes towards multilingual students. This work was informed by findings from two previous studies consisting of observations and interviews with secondary school teachers. In this mixed methods study, 26 teachers completed a 22-question Likert Scale questionnaire that explored their awareness of the influences of students’ cultural norms on classroom instruction. In small focus groups, participants…
Working with teachers on culturally affirming instruction in Guatemala
This study examines 96 Guatemalan teachers’ perspectives on the viability of educational mandates from Guatemala’s Ministry of Education and explores their perceived ability to advocate in the schoolhouse. Data included focus groups prior to, and after, workshops on topics related to effective literacy interventions in diverse contexts. Findings indicate positive changes from pre to post-workshop focus groups in participants’ beliefs of their pot…
Examining the SEL Understandings of Teachers from an Urban United States School District
Culturally Responsive Schooling during Covid-19
This case study documents the experiences and efforts of six K–5 teachers from the Midwest region of the United States to adjust instruction and establish meaningful and productive online learning environments during the pandemic. Two themes emerged from the data reflecting teachers’ perceptions about the quality of instruction and insufficiency of social emotional supports provided to students. We argue for instructional paradigms that address l…
An investigation of teacher candidates’ ideologies towards emergent bilingual students
This study examined how teacher candidates’ beliefs about language and ideologies towards emergent bilinguals (EBs’) are influenced by the number of bilingual and English as a second language methods (BEM) courses they complete, and if their perspectives further evolve as they spend time in field placements. A total of 293 pre-service teachers completed Fitzsimmons-Doolan’s 2011 language ideology dimensions survey at the beginning of an academic …
Ecuador’s goals for equity and inclusivity
This study examines the perspectives of 45 Ecuadorian in-service teachers on recent educational reforms designed to foster vital and integral skills in K-12 students. Through focus group discussions, three themes emerged: pedagogy, assessment, and the whole-child approach. Teachers acknowledged the benefits of innovations such as the inclusion of transversal subjects, elective courses, and social-emotional learning and pointed out challenges rela…
Pedagogy (7 works) · Psychology (6 works) · Sociology (6 works) · Political science (5 works) · Mathematics education (4 works) · Focus group (3 works) · Multilingual Education and Policy (3 works) · Second Language Learning and Teaching (3 works) · Computer Science (2 works) · Cultural competence (2 works)