Hazel Vega
Biographic Data
| ID | 6348682 |
|---|---|
| NAME | Hazel Vega |
| GIVEN NAMES | Hazel |
| FAMILY NAME | Vega |
| SIGNATURE | VEGA H |
| AFFILIATIONS | Clemson University |
| ORCID | 0000-0001-9077-3522 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Multidimensional and Burgeoning Leadership: Literacy and Multilingualism
This design-based research study worked with 25 teachers with specialized early literacy training. Researchers investigated the impact of professional development advancing their multilingual learner (ML), literacy, and leadership capacity, addressing gaps in the research merging the fields of literacy, multilingual instruction, and leadership. Spanning two years of both qualitative and quantitative data collection and analysis including teacher,…
Experienced literacy teachers' instructional practices with multilingual learners: Benefits, challenges and adaptations in response to the science of reading
Recent trends in literacy policy have promoted structured literacy instructional programmes, aligning with the science of reading (SOR). Concurrently, demographic trends in the United States and Europe show an increase in the number of multilingual learner students (MLs) attending public schools. Drawing on the notion of teacher agency, this paper explores the intersection of these trends, asking: How do experienced literacy teachers in varied co…
From deficit to wealth: Amplifying voices and cultural capital of Latiné families to support multilingual learner education
Seeking to amplify families’ voices, this study reports on focus groups with Latiné parents of multilingual students (MLs). We draw from two theories: the dual capacity-building framework, which conceptualizes family engagement as a relational and culturally sustaining partnership, and the community cultural wealth theory, which highlights unrecognized forms of capital marginalized populations bring to education. This design-based research (DBR) …
Evolution of teachers’ perspectives on family engagement: Building dual capacity for multilingual learners
Family engagement in multilingual learner education offers benefits associated with improved academic performance, stronger parent-teacher communication, and more inclusivity of cultural and linguistic diversity. Responding to calls for professional development that enables teachers to meaningfully involve families, this paper draws from surveys and course assignments to examine how teachers expanded their perceptions about the incorporation of m…
Language teacher candidates of color's critical emotional work toward interrogating raciolinguistic shame
Reaching teachers of early multilingual learners through professional development: A systematic literature review
This systematic literature review synthesises 49 studies exploring teacher professional development (PD) focused on the education of multilingual learners (MLs). Specifically, we examined PD design for in-service mainstream classroom teachers serving MLs in early elementary grades. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines for transparent reporting in systematic reviews, including the f…
How a First-Year Geography Teacher Adapts Instruction to Respond to Her Students
Adaptive teaching is a pedagogical approach which encourages teachers to adapt their teaching practices to deliver custom learning experiences by addressing students’ individual needs and differences. This article describes how one beginner geography teacher adapted instructional practices to meet her students’ learning needs. First, we provide a brief background of adaptive teaching and its benefits. Using interview data, we then share specific …
Reaching teachers of early multilingual learners through professional development: A systematic literature review
This systematic literature review synthesises 49 studies exploring teacher professional development (PD) focused on the education of multilingual learners (MLs). Specifically, we examined PD design for in-service mainstream classroom teachers serving MLs in early elementary grades. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines for transparent reporting in systematic reviews, including the f…
How a First-Year Geography Teacher Adapts Instruction to Respond to Her Students
Adaptive teaching is a pedagogical approach which encourages teachers to adapt their teaching practices to deliver custom learning experiences by addressing students’ individual needs and differences. This article describes how one beginner geography teacher adapted instructional practices to meet her students’ learning needs. First, we provide a brief background of adaptive teaching and its benefits. Using interview data, we then share specific …
How a First-Year Geography Teacher Adapts Instruction to Respond to Her Students
Adaptive teaching is a pedagogical approach which encourages teachers to adapt their teaching practices to deliver custom learning experiences by addressing students’ individual needs and differences. This article describes how one beginner geography teacher adapted instructional practices to meet her students’ learning needs. First, we provide a brief background of adaptive teaching and its benefits. Using interview data, we then share specific …
Language teacher candidates of color's critical emotional work toward interrogating raciolinguistic shame
Reaching teachers of early multilingual learners through professional development: A systematic literature review
This systematic literature review synthesises 49 studies exploring teacher professional development (PD) focused on the education of multilingual learners (MLs). Specifically, we examined PD design for in-service mainstream classroom teachers serving MLs in early elementary grades. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines for transparent reporting in systematic reviews, including the f…
Evolution of teachers’ perspectives on family engagement: Building dual capacity for multilingual learners
Family engagement in multilingual learner education offers benefits associated with improved academic performance, stronger parent-teacher communication, and more inclusivity of cultural and linguistic diversity. Responding to calls for professional development that enables teachers to meaningfully involve families, this paper draws from surveys and course assignments to examine how teachers expanded their perceptions about the incorporation of m…
Multidimensional and Burgeoning Leadership: Literacy and Multilingualism
This design-based research study worked with 25 teachers with specialized early literacy training. Researchers investigated the impact of professional development advancing their multilingual learner (ML), literacy, and leadership capacity, addressing gaps in the research merging the fields of literacy, multilingual instruction, and leadership. Spanning two years of both qualitative and quantitative data collection and analysis including teacher,…
Experienced literacy teachers' instructional practices with multilingual learners: Benefits, challenges and adaptations in response to the science of reading
Recent trends in literacy policy have promoted structured literacy instructional programmes, aligning with the science of reading (SOR). Concurrently, demographic trends in the United States and Europe show an increase in the number of multilingual learner students (MLs) attending public schools. Drawing on the notion of teacher agency, this paper explores the intersection of these trends, asking: How do experienced literacy teachers in varied co…
From deficit to wealth: Amplifying voices and cultural capital of Latiné families to support multilingual learner education
Seeking to amplify families’ voices, this study reports on focus groups with Latiné parents of multilingual students (MLs). We draw from two theories: the dual capacity-building framework, which conceptualizes family engagement as a relational and culturally sustaining partnership, and the community cultural wealth theory, which highlights unrecognized forms of capital marginalized populations bring to education. This design-based research (DBR) …
Multilingual Education and Policy (6 works) · Literacy (4 works) · Pedagogy (4 works) · Psychology (4 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Multilingualism (3 works) · Qualitative research (3 works) · Faculty Development (2 works) · Literacy, Media, and Education (2 works)