The Transformative Potential of a Study in Mexico Program for U.S. Teachers
Bibliographic Data
| ID | 12763584 |
|---|---|
| Authors | Kathy Escamilla (0000-0003-3647-4630, University of Colorado Boulder, corresponding author), Lorenso Aragon (University of Colorado Boulder), María E Fránquiz (The University of Texas at Austin) |
| Year | 2009 |
| Volume | 8 |
| Issue | 4 |
| Pages | 270-289 |
| Publication date | 2009-09-23 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Latinos and Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-771X • E-ISSN: 1534-8431 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15348430902973393 |
| OpenAlex | W2045200764 |
| Language | EN |
| Citations received | 2 |
| References cited | 6 |
This article reports findings of a Study in Mexico program and its potential for transforming teacher beliefs and observations about schooling in Mexico. This particular program has been in existence for 17 years; however, findings for this study are limited to data collected during two consecutive summers. The study was qualitative in design, and data collection included interviews, focus groups, and analysis of assignments. Five major themes emerged from the data, each of which supported the hypothesis that this 2-week Study in Mexico program can serve as a catalyst for transforming teachers' beliefs about Mexican schools, thereby validating the potential of this program
Data collection · Ethnic group · Focus group · Mathematics education · Medical education · Mexican americans · Pedagogy · Qualitative property · Qualitative research · Social science · Sociology · Transformative learning · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Medicine · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,13 |
| Citation span | 2010 - 2012 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |