Alicia Herrera
Biographic Data
| ID | 9723848 |
|---|---|
| NAME | Alicia Herrera |
| GIVEN NAMES | Alicia |
| FAMILY NAME | Herrera |
| SIGNATURE | HERRERA A |
| AFFILIATIONS | Point Blue Conservation Science |
| ORCID | 0000-0002-9844-2741 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Pursuing greater equity in a working landscape conservation program in California, USA
Madrinidad: Strengthening navigational capital via collective mentorship for aspiring first-generation Latine educators
This perspective introduces Madrinidad, a culturally grounded framework of collective mentorship designed to strengthen the navigational capital of aspiring first-generation Latine teacher educators. Drawing from narratives among faculty, an institutional leader, and a graduate student who aspires to teach, we show how critical ecological literacy maps power, culture, and inequity in education, using accompaniment and scaffolded relational practi…
Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students
Critiquing arguments is important for K‐12 science students to learn but not emphasized by the predominant claim‐evidence‐reasoning (CER) argumentation model. Drawing on the work of Yu and Zenker (2020), and Dove and Nussbaum (2018), we developed a tool for supplementing CER with critical questions (CQs) from philosophy that cover most, if not all, the logical dimensions of argument critique. Six middle school science teachers designed lessons in…
No prominent works on this page.
Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students
Critiquing arguments is important for K‐12 science students to learn but not emphasized by the predominant claim‐evidence‐reasoning (CER) argumentation model. Drawing on the work of Yu and Zenker (2020), and Dove and Nussbaum (2018), we developed a tool for supplementing CER with critical questions (CQs) from philosophy that cover most, if not all, the logical dimensions of argument critique. Six middle school science teachers designed lessons in…
Madrinidad: Strengthening navigational capital via collective mentorship for aspiring first-generation Latine educators
This perspective introduces Madrinidad, a culturally grounded framework of collective mentorship designed to strengthen the navigational capital of aspiring first-generation Latine teacher educators. Drawing from narratives among faculty, an institutional leader, and a graduate student who aspires to teach, we show how critical ecological literacy maps power, culture, and inequity in education, using accompaniment and scaffolded relational practi…
Pursuing greater equity in a working landscape conservation program in California, USA
Pedagogy (2 works) · Sociology (2 works) · Argumentation theory (1 works) · Art (1 works) · Critical Race Theory in Education (1 works) · Education and Critical Thinking Development (1 works) · Educational Strategies and Epistemologies (1 works) · Epistemology (1 works) · Equity (law) (1 works) · Forest Management and Policy (1 works)