Rafael Lara‐Alecio
Biographic Data
| ID | 6510398 |
|---|---|
| NAME | Rafael Lara‐Alecio |
| GIVEN NAMES | Rafael |
| FAMILY NAME | Lara‐Alecio |
| SIGNATURE | ALECIO R L |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0001-5007-3580 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Examining the Psychometric Structure of an Instrument to Measure Students’ Interests and Motivation in Science Learning
In this study, we examined the psychometric properties (reliability, validity, and underlying factor structure) and measurement invariance of a researcher-developed instrument: Motivated Strategies for Science Learning (MSSL). Data were collected from 2765 fifth-grade students across [state withheld] school districts. Results from exploratory and confirmatory factor analyses suggested satisfactory psychometric properties of MSSL. We further ident…
The Perspectives of University Students Working With Rural Schools
The purpose of this study was to examine the perceptions of university science majors who served in the Science Role Models and Mentors (SRM 2 ) program through virtual participation in science classroom visits with high‐needs, third‐grade rural students across Texas, United States. After the science mentors completed the virtual classroom visits, their individual responses were collected via Flip. Using thematic analysis, we detected the followi…
Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities
Introduction Research is still emerging on how to develop school leaders’ instructional capacity. We implemented research-based practices through virtual professional leadership learning communities (VPLCs) for building school leaders’ instructional capacity. We examined school leaders’ perceptions of (a) the effectiveness of the VPLC as a vehicle for improving instructional practices, (b) the essential components of an effective VPLC, and (c) sc…
Designing and evaluating complex educational research to meet federal grant requirement
Federal funding agencies have invested significant resources supporting evidence-based, innovative approaches that address education problems and incorporate rigorous design and evaluation, particularly through randomized controlled trials (RCTs), the gold standard for yielding causal inference in scientific research. In this study, we introduced factors (i.e., evaluation design, attrition, outcome measures, analytic approach, and fidelity of imp…
A randomized controlled trial study
Preparing mainstream in-service teachers of emergent bilinguals (EBs) to provide engaging instruction is key to the academic and linguistic outcomes of EBs. Pre- and post-classroom observation recordings were used to compare four instructional components: ESL strategy, activity structure, communication mode, and academic language across treatment (VPD + VMC) and control (VPD only) conditions through a paired-samples t-test. The findings indicated…
Virtual professional development on conflict management for school leaders
From 2017 until 2020, we held face-to-face professional development focused on enhancing instructional leadership for underserved schools at the campus level. We quickly determined in March 2020, based on the predicted situation of COVID-19, that we needed to change that venue to virtual professional development (VPD). The study was grounded in the theoretical base of adult learning theory and transformational learning since we were working with …
Bilingual teachers’ application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study
Via a multi-domain, multi-response classroom observation instrument, we observed and analyzed treatment and control teachers’ pedagogical differences when applying cooperative, collaborative, and peer-tutoring (CCP) strategies in Grade 1 bilingual classrooms with English learners (ELs). We found that with the support of ongoing, structured, and curriculum-aligned virtual professional development (VPD), treatment teachers allocated more time in en…
The Influence of University Principal Preparation Program Policies on the Program Internship
The purpose of this study was to examine the influence of program admission requirements, university-district partnerships, and course content integration on the internship within principal preparation programs. University principal preparation programs have been a focus of recent attention, specifically since 2005 when the report Arthur Levine published his report, Educating School Leaders. Research identified the field-based internship as a val…
Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning Communities
In this study, we investigated Texas teachers’ perceptions of instructional coaches’ (ICs) practices that improve professional learning communities (PLCs) to enhance teachers’ instructional capacities. The study’s participants included 67 teachers from rural, urban, and suburban school districts across the state of Texas. They enrolled in a virtual professional development (VPD) module related to improving instruction in high needs schools. Data …
Supporting home literacy practices in promoting Chinese parents’ engagement in their children's English education in low-SES families
In this experimental study, we examined the impact of a curriculum-aligned, home-based literacy activity intervention on Chinese low-SES parents’ perceived engagement in their children's English language learning. The intervention was composed of a series of take-home activities in which parents were encouraged to interact and practice with their first-grade children in English speaking, listening, reading, and writing after school. These activit…
The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context
We conducted a research synthesis to examine the impact of cooperative, collaborative, and peer-tutoring strategies on elementary English learners’ (EL) reading and oral proficiencies in studies from the United States. Seven studies were included in the analysis and fully examined regarding the characteristics of sample, intervention, design, and outcome. Effect sizes were reported by the outcome. We found that cooperative/collaborative/peer-tuto…
The determination of appropriate coefficient indices for inter-rater reliability
Fidelity of implementation in a randomized controlled trial study
Using a low-inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development (VPD) based on the fidelity of implementation (FOI) across treatment and control conditions in a randomized controlled trial validation study implemented in 116-bilingual classrooms in seven Texas school districts. Virtual observations were collected three times at the beginning, middle, and end of the…
A process for establishing and maintaining inter-rater reliability for two observation instruments as a fidelity of implementation measure
Investigating the impact of professional development on teachers’ instructional time and English learners’ language development
We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers’ time allocation in cognitive–academic language proficiency (CALP) and (b) Spanish-speaking English language learners’ (ELLs) CALP development from the second to third grade within a multilevel cross-classified framework. Second, we explored the mediation effect …
The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education
In this article the authors postulate a mutual symbiosis between multicultural and inclusive bi-lingual education. Combining bi-lingual and multicultural education to create a symbiotic relationship can stimulate reform in schools and can promote inclusive educational systems, thereby keeping native languages and cultures alive for minority students and enhancing native English speakers’ language and cultural understandings
Teachers' Pedagogical Differences During ESL Block Among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study
Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during ESL block. The 9,508 observations were collected four times during the kindergarten year from 54 class…
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four progra…
English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs
The authors studied a longitudinal English intervention in a 70/30 (Spanish/ English) developmental bilingual education (DBE) program ( n = 302) and compared this model with a typical-practice, 80/20, late-exit transitional bilingual education program ( n = 187) in terms of students' language and literacy acquisition from kindergarten to second grade in an urban school district in southeastern Texas. The findings revealed significant differences …
Two-Way Immersion Bilingual Programs in Texas
This article summarizes the results from the first statewide study of two-way immersion (TWI) programs for English language learners. The survey was conducted electronically with 304 Texas bilingual/English as a Second Language directors in districts that serve English language learners. Data are reported for the following research question: What information can be identified about TWI programs in Texas, specifically: (a) number of districts repo…
Intensive Intervention in Reading Fluency for At-Risk Beginning Spanish Readers
A study was conducted using a single case, multiple baseline (across subjects) design to study an intensive reading intervention among low-achieving at-risk students in first and second grade Spanish/English bilingual classrooms. The intervention, involving three research-supported techniques, was conducted for 45 minutes per day, three days per week, over 12 weeks, with 74 students from four classrooms (analyses included 53 students with complet…
Un Estudio de Evaluación Educativa usando Manipulativos en el Aprendizaje de las Matemáticas con Estudiantes Hispanos Adquiriendo Inglés Académico como Segundo Lengua
Inside Transitional Bilingual Classrooms
The field of bilingual education lacks reliable methods for accurately describing the instructional process in transitional bilingual classrooms. In this article, a four-dimensional pedagogical model of transitional bilingual education was operationalized and an observation tool created. Pilot-testing of the observation tool occurred in four Grade 5 transitional bilingual classrooms, for the initial purpose of judging interrater reliability and s…
Process Versus Product Writing with Limited English Proficient Students
This study examined the effectiveness of free writing versus structured writing instruction with a group of 48 low-achieving limited English proficient (LEP) Hispanic students in an intensive 6-week summer program. Stratified random sampling ensured equivalent language skill levels in eight classrooms. Three classrooms were exposed to free writing, and five to structured writing. Weekly standardized writing samples were collected, and received ni…
Process Versus Product Writing with Limited English Proficient Students
Process Versus Product Writing with Limited English Proficient Students." Bilingual Research Journal, 20(3-4), p. 565
Two-Way Immersion Bilingual Programs in Texas
This article summarizes the results from the first statewide study of two-way immersion (TWI) programs for English language learners. The survey was conducted electronically with 304 Texas bilingual/English as a Second Language directors in districts that serve English language learners. Data are reported for the following research question: What information can be identified about TWI programs in Texas, specifically: (a) number of districts repo…
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four progra…
A Pedagogical Model for Transitional English Bilingual Classrooms
A pedagogical model for transitional English bilingual classrooms is developed to meet the goals of teacher training and guidance, program evaluation, and empirical validation of bilingual theories. The pedagogical model consists of four dimensions: (a) Activity Structures, (b) Language of Instruction, (c) Language Content, and (d) Communication Mode. The model defines and integrates those theoretical principles which show most promise for pedago…
Inside Transitional Bilingual Classrooms
The field of bilingual education lacks reliable methods for accurately describing the instructional process in transitional bilingual classrooms. In this article, a four-dimensional pedagogical model of transitional bilingual education was operationalized and an observation tool created. Pilot-testing of the observation tool occurred in four Grade 5 transitional bilingual classrooms, for the initial purpose of judging interrater reliability and s…
Fidelity of implementation in a randomized controlled trial study
Using a low-inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development (VPD) based on the fidelity of implementation (FOI) across treatment and control conditions in a randomized controlled trial validation study implemented in 116-bilingual classrooms in seven Texas school districts. Virtual observations were collected three times at the beginning, middle, and end of the…
Teachers' Pedagogical Differences During ESL Block Among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study
Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during ESL block. The 9,508 observations were collected four times during the kindergarten year from 54 class…
Process Versus Product Writing with Limited English Proficient Students
This study examined the effectiveness of free writing versus structured writing instruction with a group of 48 low-achieving limited English proficient (LEP) Hispanic students in an intensive 6-week summer program. Stratified random sampling ensured equivalent language skill levels in eight classrooms. Three classrooms were exposed to free writing, and five to structured writing. Weekly standardized writing samples were collected, and received ni…
A randomized controlled trial study
Preparing mainstream in-service teachers of emergent bilinguals (EBs) to provide engaging instruction is key to the academic and linguistic outcomes of EBs. Pre- and post-classroom observation recordings were used to compare four instructional components: ESL strategy, activity structure, communication mode, and academic language across treatment (VPD + VMC) and control (VPD only) conditions through a paired-samples t-test. The findings indicated…
The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education
In this article the authors postulate a mutual symbiosis between multicultural and inclusive bi-lingual education. Combining bi-lingual and multicultural education to create a symbiotic relationship can stimulate reform in schools and can promote inclusive educational systems, thereby keeping native languages and cultures alive for minority students and enhancing native English speakers’ language and cultural understandings
A Pedagogical Model for Transitional English Bilingual Classrooms
A pedagogical model for transitional English bilingual classrooms is developed to meet the goals of teacher training and guidance, program evaluation, and empirical validation of bilingual theories. The pedagogical model consists of four dimensions: (a) Activity Structures, (b) Language of Instruction, (c) Language Content, and (d) Communication Mode. The model defines and integrates those theoretical principles which show most promise for pedago…
Process Versus Product Writing with Limited English Proficient Students
This study examined the effectiveness of free writing versus structured writing instruction with a group of 48 low-achieving limited English proficient (LEP) Hispanic students in an intensive 6-week summer program. Stratified random sampling ensured equivalent language skill levels in eight classrooms. Three classrooms were exposed to free writing, and five to structured writing. Weekly standardized writing samples were collected, and received ni…
Process Versus Product Writing with Limited English Proficient Students
Process Versus Product Writing with Limited English Proficient Students." Bilingual Research Journal, 20(3-4), p. 565
Process Versus Product Writing with Limited English Proficient Students
This study examined the effectiveness of free writing versus structured writing instruction with a group of 48 low-achieving limited English proficient (LEP) Hispanic students in an intensive 6-week summer program. Stratified random sampling ensured equivalent language skill levels in eight classrooms. Three classrooms were exposed to free writing, and five to structured writing. Weekly standardized writing samples were collected, and received ni…
Naturalistic Language Assessment of LEP Students in Classroom Interactions
The purpose of this study was to assess language competence of second language learners through observing natural interactions in transitional bilingual classrooms. We first developed an instrument in accordance with current second language acquisition theory, and obtained inter-rater reliability on observation categories. We then piloted the instrument in six Grade 5 bilingual classrooms, targeting the social language of 24 individual students. …
Inside Transitional Bilingual Classrooms
The field of bilingual education lacks reliable methods for accurately describing the instructional process in transitional bilingual classrooms. In this article, a four-dimensional pedagogical model of transitional bilingual education was operationalized and an observation tool created. Pilot-testing of the observation tool occurred in four Grade 5 transitional bilingual classrooms, for the initial purpose of judging interrater reliability and s…
Un Estudio de Evaluación Educativa usando Manipulativos en el Aprendizaje de las Matemáticas con Estudiantes Hispanos Adquiriendo Inglés Académico como Segundo Lengua
Intensive Intervention in Reading Fluency for At-Risk Beginning Spanish Readers
A study was conducted using a single case, multiple baseline (across subjects) design to study an intensive reading intervention among low-achieving at-risk students in first and second grade Spanish/English bilingual classrooms. The intervention, involving three research-supported techniques, was conducted for 45 minutes per day, three days per week, over 12 weeks, with 74 students from four classrooms (analyses included 53 students with complet…
Two-Way Immersion Bilingual Programs in Texas
This article summarizes the results from the first statewide study of two-way immersion (TWI) programs for English language learners. The survey was conducted electronically with 304 Texas bilingual/English as a Second Language directors in districts that serve English language learners. Data are reported for the following research question: What information can be identified about TWI programs in Texas, specifically: (a) number of districts repo…
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four progra…
English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs
The authors studied a longitudinal English intervention in a 70/30 (Spanish/ English) developmental bilingual education (DBE) program ( n = 302) and compared this model with a typical-practice, 80/20, late-exit transitional bilingual education program ( n = 187) in terms of students' language and literacy acquisition from kindergarten to second grade in an urban school district in southeastern Texas. The findings revealed significant differences …
Teachers' Pedagogical Differences During ESL Block Among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study
Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during ESL block. The 9,508 observations were collected four times during the kindergarten year from 54 class…
The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education
In this article the authors postulate a mutual symbiosis between multicultural and inclusive bi-lingual education. Combining bi-lingual and multicultural education to create a symbiotic relationship can stimulate reform in schools and can promote inclusive educational systems, thereby keeping native languages and cultures alive for minority students and enhancing native English speakers’ language and cultural understandings
Investigating the impact of professional development on teachers’ instructional time and English learners’ language development
We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers’ time allocation in cognitive–academic language proficiency (CALP) and (b) Spanish-speaking English language learners’ (ELLs) CALP development from the second to third grade within a multilevel cross-classified framework. Second, we explored the mediation effect …
A process for establishing and maintaining inter-rater reliability for two observation instruments as a fidelity of implementation measure
The determination of appropriate coefficient indices for inter-rater reliability
Fidelity of implementation in a randomized controlled trial study
Using a low-inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development (VPD) based on the fidelity of implementation (FOI) across treatment and control conditions in a randomized controlled trial validation study implemented in 116-bilingual classrooms in seven Texas school districts. Virtual observations were collected three times at the beginning, middle, and end of the…
Supporting home literacy practices in promoting Chinese parents’ engagement in their children's English education in low-SES families
In this experimental study, we examined the impact of a curriculum-aligned, home-based literacy activity intervention on Chinese low-SES parents’ perceived engagement in their children's English language learning. The intervention was composed of a series of take-home activities in which parents were encouraged to interact and practice with their first-grade children in English speaking, listening, reading, and writing after school. These activit…
The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context
We conducted a research synthesis to examine the impact of cooperative, collaborative, and peer-tutoring strategies on elementary English learners’ (EL) reading and oral proficiencies in studies from the United States. Seven studies were included in the analysis and fully examined regarding the characteristics of sample, intervention, design, and outcome. Effect sizes were reported by the outcome. We found that cooperative/collaborative/peer-tuto…
Virtual professional development on conflict management for school leaders
From 2017 until 2020, we held face-to-face professional development focused on enhancing instructional leadership for underserved schools at the campus level. We quickly determined in March 2020, based on the predicted situation of COVID-19, that we needed to change that venue to virtual professional development (VPD). The study was grounded in the theoretical base of adult learning theory and transformational learning since we were working with …
Bilingual teachers’ application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study
Via a multi-domain, multi-response classroom observation instrument, we observed and analyzed treatment and control teachers’ pedagogical differences when applying cooperative, collaborative, and peer-tutoring (CCP) strategies in Grade 1 bilingual classrooms with English learners (ELs). We found that with the support of ongoing, structured, and curriculum-aligned virtual professional development (VPD), treatment teachers allocated more time in en…
The Influence of University Principal Preparation Program Policies on the Program Internship
The purpose of this study was to examine the influence of program admission requirements, university-district partnerships, and course content integration on the internship within principal preparation programs. University principal preparation programs have been a focus of recent attention, specifically since 2005 when the report Arthur Levine published his report, Educating School Leaders. Research identified the field-based internship as a val…
Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning Communities
In this study, we investigated Texas teachers’ perceptions of instructional coaches’ (ICs) practices that improve professional learning communities (PLCs) to enhance teachers’ instructional capacities. The study’s participants included 67 teachers from rural, urban, and suburban school districts across the state of Texas. They enrolled in a virtual professional development (VPD) module related to improving instruction in high needs schools. Data …
Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities
Introduction Research is still emerging on how to develop school leaders’ instructional capacity. We implemented research-based practices through virtual professional leadership learning communities (VPLCs) for building school leaders’ instructional capacity. We examined school leaders’ perceptions of (a) the effectiveness of the VPLC as a vehicle for improving instructional practices, (b) the essential components of an effective VPLC, and (c) sc…
Designing and evaluating complex educational research to meet federal grant requirement
Federal funding agencies have invested significant resources supporting evidence-based, innovative approaches that address education problems and incorporate rigorous design and evaluation, particularly through randomized controlled trials (RCTs), the gold standard for yielding causal inference in scientific research. In this study, we introduced factors (i.e., evaluation design, attrition, outcome measures, analytic approach, and fidelity of imp…
Psychology (24 works) · Mathematics education (18 works) · Pedagogy (18 works) · Computer Science (15 works) · Medicine (9 works) · Multilingual Education and Policy (9 works) · Reading and Literacy Development (9 works) · Second Language Learning and Teaching (8 works) · Sociology (8 works) · EFL/ESL Teaching and Learning (7 works)