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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

“Fotos y Recuerdos”: Latinx Early Childhood Teachers Counter-Story Through FotoHistorias

Perez, Aura Y. January 2021 (has links)
Given the growing racial and ethnic disproportionality amongst young Latinxs and early childhood teachers against the established benefits of racial and ethnic matching between students and teachers, in this study I aimed to gain insight into the often ignored trajectories and experiences of Latinx early childhood educators. In this study, I endeavored to address the need for more Latinx early childhood teachers to teach the growing majority of Latinx young children. I situated my study in Los Angeles, California, given the growing presence of Latinxs in Los Angeles County’s population and in its public-school system. It is in such a context that I sought to document and learn from the counter-stories of five Latinx early childhood teachers teaching Latinx young children.Utilizing Latinx Critical Race Theory (LatCrit) as a guiding theoretical framework and a project in humanization orientation, I posed the following research questions: 1. How do Latinx early childhood teachers in the County of Los Angeles, California (where Latinxs are the growing demographic majority) verbally portray their stories of becoming early educators? 2. How do Latinx early childhood teachers verbally portray their stories as early childhood educators in a community where Latinxs are the growing demographic majority? 3. As they reflect on becoming and being Latinx early childhood teachers, what consejos do they have for the field of early childhood education if it is serious about supporting the growth of Latinx early childhood teachers? This study involved a FotoHistorias methodology, which entailed utilizing participatory photography and pláticas (conversational interviews) to elicit lived experiences to “counter” deficit-oriented majoritarian stories of Latinx teachers, families, communities, and young children. Data were comprised of participatory photography, pláticas, and researcher memos. Findings, presented as counter-stories, shed light on necessary transformations in the field of early childhood teaching and teacher education. Implications point toward the importance of listening to and learning from Latinx early childhood teachers’ memoried experiences and stories, as they stand to inform the recruitment and retention of Latinx teachers within the field of early childhood education.

Cardiometabolic consequences of pubertal maturation and childhood adversity in young Latino men and women

April-Sanders, Ayana K. January 2020 (has links)
An extensive literature has linked off-time pubertal maturation to adverse health outcomes among adults. Childhood adversities are also linked to both pubertal development and cardiometabolic disease. Despite the racial and ethnic disparities in pubertal timing and cardiometabolic health in midlife, few studies have investigated if off-time pubertal maturation is associated with Latino individuals' metabolic syndrome. Furthermore, there exists limited data assessing early life risk factors affecting the association between timing of pubertal maturation and metabolic syndrome by sex and in young adults. This dissertation used a life course perspective to test developmental hypotheses of stress on reproductive strategies and cardiometabolic health to address these limitations. The three primary aims of this dissertation research were to 1) estimate the association between family dysfunction and timing of pubertal maturation in Latino boys and girls, 2) systematically review the impact of the timing of pubertal maturation on metabolic syndrome in young adults age 18-40 years, and 3) estimate the association between timing of pubertal maturation and metabolic syndrome in young adult Latino men and women. The analytic aims were explored using data from two population-based cohorts that include different age groups: the Hispanic Community Health Study/Study of Latinos (HCSH/SOL) Youth Ancillary Study (cross-sectional design) (8-16 years), and the Boricua Youth Study Health Assessment Ancillary Study (prospective design) (5-10 years and 18-23 years). The first empirical study, using HCHS/SOL Youth data, found that the presence of family dysfunction may be associated with delayed pubertal maturation in Latino children and adolescents. The systematic review highlighted the lack of diversity by sex, measurements, and racial/ethnic representation in this area of research, but also suggested that childhood BMI may account for much of the association between pubertal timing and metabolic syndrome. The second empirical study, based on the BYS HA study, did not find meaningful associations between timing of pubertal maturation and metabolic syndrome and cardiometabolic traits in young adults. These results do not support the prevailing hypotheses nor quantitative evidence linking off-time pubertal maturation to poorer cardiometabolic health. Overall, this dissertation utilized a life course perspective to advance understanding and support of the origins of adulthood cardiovascular risk that may begin in childhood. Future investigations should be designed to be longitudinal and include measures characterizing childhood body size, health behaviors, and environmental exposures. Future studies should also explore the specific mechanisms explaining the observed associations, particularly the complex interaction between hormonal and metabolic factors that appear to affect adult health among individuals with off-time pubertal maturation adversely.

The effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievement

Unknown Date (has links)
The purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in reading and mathematics as measured by Florida Comprehensive Assessment Test (FCAT)"? The sample for this study included 352 Hispanic students in Grades 9 and 10 from two public high schools in south Florida. The treatment group included 166 students and the comparison group included 186 students. In order to be eligible for participation in this study, students had to meet three different criteria: (a) they identified themselves as Hispanic on their school registration form; (b) they were enrolled in a Spanish for Native Speakers foreign language elective course: and (c) they had Florida Comprehensive Achievement Test (FCAT) pretest scores on the reading and math tests. A series of preliminary univariate analysis of variance (ANOVA) were conducted to determine if differences existed between participants on the FCAT reading and mathematics pretests Developmental Scale Scores (DSS). To control for grade level and English language learner (ELL) differences between study participants on pretest reading scores, a univariate analysis of covariance (ANCOVA) was conducted using the FCAT reading pretest DSS as the covariate. An overall effect size of the current study was +0.50 with a variance of 0.0060 (95% CI [0.35, 0.65]). / The results for the overall math effect size was +0.32 with a variance of 0.0115 (95% CI [0.10, .53]), and the results for the overall reading effect sizewas +0.70 with a variance of 0.0127 (95% CI [.48, .93]). These effect sizes were statistically significificant at the.05 level. The results from this study demonstrated that the SCT-SSS classroom program is an effective intervention for increasing student achievement for high school Hispanic students. Students who received the SCT-SSS classroom program achieved greater gains when compared to students who did not receive the intervention. / by Ivett Urbina. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.


Alterman, Toni January 1985 (has links)
Effects of a substance abuse prevention program on the locus of control and self-concept of 148 Hispanic and Anglo third and fourth grade children were evaluated. A 2 x 2 (race x group) multivariate analysis of variance with repeated measures was carried out using the Health Resources Inventory, Coopersmith Self-Esteem Inventory, Nowicki-Strickland Locus of Control Scale, and two roster and rating sociometric questionnaires. The results of the analysis revealed a significant effect of time and interactions between time and race and time and group. Mean scores on the Health Resources Inventory and both sociometric questionnaires increased from pre-test to post-test for all children. In addition, children's scores indicated a change toward an internal direction on the Locus of Control Scale. Only the sociometric questionnaire measuring the children's perception of their popularity showed a significant group effect. The experimental group, those whose teachers had used the prevention curriculum, increased their perception of how well they were liked by their classmates. However, their actual popularity as measured by the average of their classmates' rating did not change. Possible explanations and methodological shortcomings are discussed.

Cultural competence needs of non-Latino foster parents: A study of transcultural foster care with Latino children

Aguilar, Myriam Renee, Robles, Amanda Nicole 01 January 2005 (has links)
The purpose of this study seeks to assess the cultural competency training needs of non-Latino caregivers who have Latino children in their homes.

The Use of Music Activities with Retarded Latin-American Children

Nelson, Gwendolyn 08 1900 (has links)
The purpose of this study is to demonstrate the use of certain music activities in meeting some of the needs peculiar to a group of older, retarded Latin-American children. It is an effort to determine whether certain music activities may or may not help to give Latin-American children a more satisfying school experience and better equip them to live in the Anglo-American society of which they have become a part.

Funds of Knowledge and Early Literacy: A Case Study

Butler, Ami R. 05 1900 (has links)
When teachers are charged with educating students that are racially, culturally, or economically different from them, they may have little information on the culture and type of family involvement of their students. This lack of information contributes to perceptions of working-class families as socially disorganized and intellectually deficient. However, research embodying the theoretical framework funds of knowledge (FoK) attempts to counter deficient models through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, political, and economic contexts. The primary purpose of this study was to carefully examine Hispanic parents’ support of young children’s early literacy development in the home. The knowledge gleaned from an initial study of home support, by spending time in the home of a Hispanic family provided an avenue for action research in the classroom. A second purpose was to determine if the introduction of FoK ways of learning, when applied in the classroom, had an effect on early literacy skills. In addition, I maintained a journal that chronicled my experiences and led to an autoethnographic study of myself as a transforming white, female, prekindergarten teacher. The results indicated that the family possessed extensive FoK developed through historical, cultural, educational, and social experiences. Results further indicate that introduction of these familial FoK improved the oral language skills of prekindergarten students thus enhancing their early literacy development. Autoethnographic results indicate a personal progression toward not only understanding, but becoming an advocate, for the Hispanic population.

Elementary music teachers instructing English language learners: Reflection on practice.

Scherler, Kathy L. 12 1900 (has links)
This qualitative study investigated four monolingual, English-only speaking Caucasian elementary music teachers and their reflections regarding instruction of English language learners (ELL). The purpose of this multiple case study was to investigate the teaching practice and curricular decisions of elementary music teachers who instruct Hispanic ELL students. The investigation was conducted during a nine-week period, and data collection included classroom observations, phenomenological interviewing, and teacher audio journals. None of the teachers had prior education or pre-service preparation in teaching music to ELL students. The major theoretical base from which the study was developed was the reflective teaching theory of Donald Schön (1983). The main research question was: "What are the participating teachers' reflections about their curricular and pedagogical decisions when teaching ELL students?" Following a description of the elementary music teachers' reflections on practice with ELL students, the study revealed that the majority of elementary music teachers had a lack of preparation and ELL music curriculum, and negative perceptions of the placement program for ESL students. Despite these factors, the teachers made attempts to include ELL students in all music activities. This study showed that while one teacher accommodated specifically for the ELL students' learning, three out of four teachers did not. This study also suggests that music is a subject by which strong interactions between peers, opportunity for language expansion, and other factors occur which have positive correspondence to recommended ELL instructional strategies. A cross-case analysis revealed that the life history and experience of the elementary music teachers had an influence on the teachers' awareness of ELL students. The analysis suggests a relationship between teacher awareness and accommodation. The study also recognized the need for further inquiry regarding ELL students and issues related to their school placement. This study has implications for music education research including suggestions for music teacher preparation in working with ELL students, ELL music resources and curriculum, and pre-service and in-service ELL music preparation.

Home-based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school-based literacy expectations.

Page, Jim Larkin 08 1900 (has links)
This study examined the home-based family literacy practices of one Hispanic family, especially focusing on the parents' memories of home-based and school-based literacy activities, current home-based literacy activities and functions, and the interface of home-based family literacy practices and school-based literacy expectations. Ethnographic data offered insight into the understanding that literacy acquisition begins in the home and is dependent and reflective of literacy experiences that are sociocultural based. These home-based family literacy activities and functions are broad in scope and are valuable forms of literacy. However, these activities of marginalized families are often regarded as unimportant and/or unrelated to school-based literacy expectations, and therefore inferior. In response to this perceived mismatch between home-based family literacy activities and school-based literacy expectations, educators approached families from a deficit perspective. This deficit assumption created a sense of devalue on the part of the parents, who assisted their children by culturally and socially relevant means. To meet the school-based literacy expectations familial relationships were jeopardized as the pressure, frustration, and guilt from educators can result in emotional and physical abuse from mother to her children.

The Influence of Income, Ethnicity, and Parenting on Child Health

Dier, Shannon E. 08 1900 (has links)
Children in low-income and ethnic minority families are more likely to be in poor health, which may impact physical and economic well-being in adulthood. This study explored how maternal depression and parenting efficacy were associated with child health outcomes in a sample of low-income African American and Latino families. Results demonstrated that children in optimal health were more likely to have mothers with high parenting efficacy and fewer depressive symptoms. Differences between African American and Latino families illustrated the importance of considering both socioeconomic and racial and ethnic disparities in child health simultaneously. Parent characteristics may be opportune targets for addressing child health disparities, and future research should focus on understanding these associations and identifying parent behaviors associated with child health.

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