Ray Chesterfield
Biographic Data
| ID | 664443 |
|---|---|
| NAME | Ray Chesterfield |
| GIVEN NAMES | Ray |
| FAMILY NAME | Chesterfield |
| SIGNATURE | CHESTERFIELD R |
| AFFILIATIONS | University of California, Los Angeles |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 2 |
Active Learning and Democratic Behavior in Guatemalan Rural Primary Schools
Emerging democracies such as Guatemala are beginning to experiment with active learning methodologies to improve learning and encourage democratic behavior among children. However, there exists little information on the effects of different classroom environments on children's behavior in developing countries. This study uses focused classroom observations to examine differences in the democratic behavior of children of different genders and ethn…
Cross-Cultural Cognitive Categorization of Students by Guatemalan Teachers
Since the 1996 Peace Accords, bilingual education in Guatemala has become a major concern among educators, but little is known about how teachers of different ethnicity view and interact with Mayan and ladino children. Using terminology employed by teachers as a basis for cognitive categorization of ethnicity, cultural domain analysis examined teachers' perceptions of student characteristics. The categorizations were then related to observed teac…
Using multi-dimensional scaling to promote dialogue among development professionals in conference settings
Conferences are typically organised around specialist presentations and panel discussions in ways that do not foster broad participation or effective knowledge-sharing. The paper describes a computer-based method to facilitate focused dialogue among participants. This article is hosted by our co-publisher Taylor & Francis
Gender, Cognitive Categorization, and Classroom Interaction Patterns of Guatemalan Teachers
In countries such as Guatemala, where a large percentage of the female population does not attend school or drops out after first grade, female teachers are seen as providing greater opportunities for girls' success in school. Such teachers are felt to have a better understanding of the students and be more sensitive to their needs. In the developing world, however, there exists little evidence on the way teachers of different genders view female…
Bilingual education and student performance in Guatemala
Natural Order in Children's Use of Second Language Learning Strategies1
RAY CHESTERFIELD, KATHLEEN BARROWS CHESTERFIELD; Natural Order in Children's Use of Second Language Learning Strategies1, Applied Linguistics, Volume 6, Is
Teacher language use in a bilingual preschool setting
The Influence of Teachers and Peers on Second Language Acquisition in Bilingual Preschool Programs
Ray Chesterfield, Katherine Hayes-Latimer, Kathleen Barrows Chesterfield, , The Influence of Teachers and Peers on Second Language Acquisition in Bilingual Preschool Programs, TESOL Quarterly, Vol. 17, No. 3 (Sep., 1983), pp. 401-419
Peer Interaction, Language Proficiency, and Language Preference in Bilingual Preschool Classrooms
Classroom interactional patterns by language choice and speech partner of six 4-year-old Spanish-preferring children enrolled in a bilingual preschool were observed over the course of 1 year. It was found that those children who used relatively more English with peers in the classroom and who increased their English usage over time generally showed the greatest increases in English proficiency as measured by mean length of utterance. Rank order c…
The Rural School and the Creation of Modern Attitudes: A Venezuelan case [1]
Change Perceived as Man-made Hazard in a Rural Development Environment
Bilingual education and student performance in Guatemala
The Influence of Teachers and Peers on Second Language Acquisition in Bilingual Preschool Programs
Ray Chesterfield, Katherine Hayes-Latimer, Kathleen Barrows Chesterfield, , The Influence of Teachers and Peers on Second Language Acquisition in Bilingual Preschool Programs, TESOL Quarterly, Vol. 17, No. 3 (Sep., 1983), pp. 401-419
Active Learning and Democratic Behavior in Guatemalan Rural Primary Schools
Emerging democracies such as Guatemala are beginning to experiment with active learning methodologies to improve learning and encourage democratic behavior among children. However, there exists little information on the effects of different classroom environments on children's behavior in developing countries. This study uses focused classroom observations to examine differences in the democratic behavior of children of different genders and ethn…
The Rural School and the Creation of Modern Attitudes: A Venezuelan case [1]
Change Perceived as Man-made Hazard in a Rural Development Environment
The Rural School and the Creation of Modern Attitudes: A Venezuelan case [1]
Peer Interaction, Language Proficiency, and Language Preference in Bilingual Preschool Classrooms
Classroom interactional patterns by language choice and speech partner of six 4-year-old Spanish-preferring children enrolled in a bilingual preschool were observed over the course of 1 year. It was found that those children who used relatively more English with peers in the classroom and who increased their English usage over time generally showed the greatest increases in English proficiency as measured by mean length of utterance. Rank order c…
The Influence of Teachers and Peers on Second Language Acquisition in Bilingual Preschool Programs
Ray Chesterfield, Katherine Hayes-Latimer, Kathleen Barrows Chesterfield, , The Influence of Teachers and Peers on Second Language Acquisition in Bilingual Preschool Programs, TESOL Quarterly, Vol. 17, No. 3 (Sep., 1983), pp. 401-419
Natural Order in Children's Use of Second Language Learning Strategies1
RAY CHESTERFIELD, KATHLEEN BARROWS CHESTERFIELD; Natural Order in Children's Use of Second Language Learning Strategies1, Applied Linguistics, Volume 6, Is
Teacher language use in a bilingual preschool setting
Bilingual education and student performance in Guatemala
Gender, Cognitive Categorization, and Classroom Interaction Patterns of Guatemalan Teachers
In countries such as Guatemala, where a large percentage of the female population does not attend school or drops out after first grade, female teachers are seen as providing greater opportunities for girls' success in school. Such teachers are felt to have a better understanding of the students and be more sensitive to their needs. In the developing world, however, there exists little evidence on the way teachers of different genders view female…
Using multi-dimensional scaling to promote dialogue among development professionals in conference settings
Conferences are typically organised around specialist presentations and panel discussions in ways that do not foster broad participation or effective knowledge-sharing. The paper describes a computer-based method to facilitate focused dialogue among participants. This article is hosted by our co-publisher Taylor & Francis
Active Learning and Democratic Behavior in Guatemalan Rural Primary Schools
Emerging democracies such as Guatemala are beginning to experiment with active learning methodologies to improve learning and encourage democratic behavior among children. However, there exists little information on the effects of different classroom environments on children's behavior in developing countries. This study uses focused classroom observations to examine differences in the democratic behavior of children of different genders and ethn…
Cross-Cultural Cognitive Categorization of Students by Guatemalan Teachers
Since the 1996 Peace Accords, bilingual education in Guatemala has become a major concern among educators, but little is known about how teachers of different ethnicity view and interact with Mayan and ladino children. Using terminology employed by teachers as a basis for cognitive categorization of ethnicity, cultural domain analysis examined teachers' perceptions of student characteristics. The categorizations were then related to observed teac…
Psychology (9 works) · Mathematics education (7 works) · Sociology (6 works) · Linguistics (5 works) · Multilingual Education and Policy (5 works) · Political science (5 works) · Computer Science (3 works) · Developmental psychology (3 works) · Second Language Learning and Teaching (3 works) · Bilingual education (2 works)