David Aguayo
Biographic Data
| ID | 4434130 |
|---|---|
| NAME | David Aguayo |
| GIVEN NAMES | David |
| FAMILY NAME | Aguayo |
| SIGNATURE | AGUAYO D |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0001-5464-8249 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Educators’ Experiences and Lessons Learned Through the Covid-19 Pandemic From a Qualitative Lens
The Covid-19 pandemic heightened teachers’ daily stressors, threatening performance and well-being. This study explored how teachers navigated transitioning to online teaching, while addressing behavioral and mental health challenges along with attending to educational inequities. Using the 3C model for framework and a pragmatic qualitative approach, eight high school teachers were interviewed early pandemic and again one year later. Pragmatic-co…
Cares360: A framework for teacher capacity-building in culturally sustaining practices
Developing teachers' capacity to implement culturally sustaining and equity-supportive practices in the classroom is critical for addressing persistent racial discipline disproportionality in schools. However, efforts to inform and evaluate effective coaching and professional development interventions have been hindered by gaps between theoretical frameworks and practical implementation, as well as the absence of robust measurement approaches tha…
Anti-colonial methodology in school psychology research with Latine communities
Centering students' voices in the exploration of in-classroom culturally responsive practices
Profiles of principal stress and coping: Concurrent and prospective correlates
How Can Teachers Improve? Using Culturally Responsive Frameworks to Examine Adolescent Perspectives
Few qualitative studies have examined student perspectives on teachers’ culturally responsive practices (CRP). This study includes focus group data from middle and high school students who shared perspectives on how teachers can improve their classroom practices and examined if reported concepts align with or go beyond existing models of CRP. Black, Latine, or White students ( N = 103) in the Midwest participated in 1 of 23 focus groups. We ident…
Presence as Policy Action: Black Mothers as Policy Actors Navigating Antiblack Geopolitics
Antiblack geopolitics and educational policies continue to produce oppressive systems, making it difficult for educators to acknowledge Black families’ actions as contributions to produce equitable education. Policy processes have the potential to transform oppressive systems of power. Conceptualizing policy as a practice of power permits local policy actors to use their individualized power to shift a policy’s course of action and transform oppr…
Promoting District-Level Culturally Responsive Practices
Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situa…
Nominated exemplar teacher perceptions of culturally responsive practices in the classroom
Dismantling Racism in Public Schools Using Critical Race Theory and Whiteness Studies
Negative Immigrant Community Experiences (Nice): A scale development study
Culture predicts Mexican Americans' college self-efficacy and college performance
In hopes of promoting college success among Mexican Americans, researchers have identified factors related to their academic performance. A gap in the literature exists between the interactive role of acculturation, enculturation, and generation status in predicting college self-efficacy and college performance (grade-point average, or GPA). To fill this void, this study investigated the relation of demographic variables (e.g., age, gender, socio…
Culture predicts Mexican Americans' college self-efficacy and college performance
In hopes of promoting college success among Mexican Americans, researchers have identified factors related to their academic performance. A gap in the literature exists between the interactive role of acculturation, enculturation, and generation status in predicting college self-efficacy and college performance (grade-point average, or GPA). To fill this void, this study investigated the relation of demographic variables (e.g., age, gender, socio…
Nominated exemplar teacher perceptions of culturally responsive practices in the classroom
Dismantling Racism in Public Schools Using Critical Race Theory and Whiteness Studies
Culture predicts Mexican Americans' college self-efficacy and college performance
In hopes of promoting college success among Mexican Americans, researchers have identified factors related to their academic performance. A gap in the literature exists between the interactive role of acculturation, enculturation, and generation status in predicting college self-efficacy and college performance (grade-point average, or GPA). To fill this void, this study investigated the relation of demographic variables (e.g., age, gender, socio…
Negative Immigrant Community Experiences (Nice): A scale development study
Dismantling Racism in Public Schools Using Critical Race Theory and Whiteness Studies
Presence as Policy Action: Black Mothers as Policy Actors Navigating Antiblack Geopolitics
Antiblack geopolitics and educational policies continue to produce oppressive systems, making it difficult for educators to acknowledge Black families’ actions as contributions to produce equitable education. Policy processes have the potential to transform oppressive systems of power. Conceptualizing policy as a practice of power permits local policy actors to use their individualized power to shift a policy’s course of action and transform oppr…
Promoting District-Level Culturally Responsive Practices
Purpose: For culturally responsive practices (CRPs) in schools to be successful, educational leaders must look outside of the school and consider school, district, and system-level policies and practices that influence the sustainability of culturally responsive classrooms. The purpose of our study was to conduct a comparative case study and explore how four district leaders promoted CRPs throughout each of their districts. Research Design: Situa…
Nominated exemplar teacher perceptions of culturally responsive practices in the classroom
Centering students' voices in the exploration of in-classroom culturally responsive practices
Profiles of principal stress and coping: Concurrent and prospective correlates
How Can Teachers Improve? Using Culturally Responsive Frameworks to Examine Adolescent Perspectives
Few qualitative studies have examined student perspectives on teachers’ culturally responsive practices (CRP). This study includes focus group data from middle and high school students who shared perspectives on how teachers can improve their classroom practices and examined if reported concepts align with or go beyond existing models of CRP. Black, Latine, or White students ( N = 103) in the Midwest participated in 1 of 23 focus groups. We ident…
Cares360: A framework for teacher capacity-building in culturally sustaining practices
Developing teachers' capacity to implement culturally sustaining and equity-supportive practices in the classroom is critical for addressing persistent racial discipline disproportionality in schools. However, efforts to inform and evaluate effective coaching and professional development interventions have been hindered by gaps between theoretical frameworks and practical implementation, as well as the absence of robust measurement approaches tha…
Anti-colonial methodology in school psychology research with Latine communities
Educators’ Experiences and Lessons Learned Through the Covid-19 Pandemic From a Qualitative Lens
The Covid-19 pandemic heightened teachers’ daily stressors, threatening performance and well-being. This study explored how teachers navigated transitioning to online teaching, while addressing behavioral and mental health challenges along with attending to educational inequities. Using the 3C model for framework and a pragmatic qualitative approach, eight high school teachers were interviewed early pandemic and again one year later. Pragmatic-co…
Psychology (9 works) · Sociology (8 works) · Education Discipline and Inequality (7 works) · Teacher Education and Leadership Studies (7 works) · Pedagogy (6 works) · Political science (5 works) · Mathematics education (4 works) · Cultural diversity (3 works) · Early Childhood Education and Development (3 works) · Qualitative research (3 works)