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Estrada Rebull, Maria del Mar – ProQuest LLC, 2023
Inquiry and disciplinary literacy are approaches in history and social science education that center students as active inquirers who investigate in multiple sources and come to their own conclusions regarding relevant questions and complex issues. These approaches have been gaining momentum in research and practice internationally, but have not…
Descriptors: Foreign Countries, Inquiry, History Instruction, Social Sciences
Tapia, Esther; Reyes, Iliana; Kalman, Judith – Literacy, 2023
In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to…
Descriptors: Foreign Countries, Mexicans, Elementary School Students, Cultural Background
Ulises Bardullas; Eugenio Leyva-Figueroa – Research in Science Education, 2024
The prevailing portrayal of science and scientists within the public domain is a multifaceted mix of conventional stereotypes. Our study investigates these perceptions among Mexican children, analyzing 816 drawings and descriptions collected from fourth to seventh graders in rural and urban schools in Northwestern Mexico. Drawings were analyzed…
Descriptors: Children, Childrens Attitudes, Foreign Countries, Scientific Concepts
Reyes-Rodríguez, Ana Carolina; Valdés-Cuervo, Angel Alberto; Vera-Noriega, José Angel; Parra-Pérez, Lizeth Guadalupe – SAGE Open, 2021
Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers' perceptions of principals' practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The…
Descriptors: Bullying, Educational Environment, Teacher Attitudes, Principals
Meixi; Kongkaew, Sukanda; Theechumpa, Panthiwa; Pinwanna, Amornrat; Ling, Alison – Comparative Education Review, 2022
We write this article as educators working at Sahasatsuksa school, an urban Indigenous school in Thailand, who also maintain ties with related Redes de Tutoría work in Mexico. This article engages the stories of our trans-Indigenous teacher collective to illustrate how poetic ways of making relatives across time advanced our intellectual, ethical,…
Descriptors: Urban Schools, Indigenous Populations, Foreign Countries, Ethics
Kathryn Accurso; Meg Gebhard; Grace Harris; Jennie Schuetz – Educational Linguistics, 2021
This chapter explores how systemic functional linguistics (SFL) can contribute to secondary teachers' effectiveness for teaching disciplinary literacies to refugee youth in the United States. The chapter describes the Milltown Multimodal/Multiliteracies (MMM) Collaborative, an SFL-based professional development partnership between a large public…
Descriptors: Refugees, English (Second Language), Second Language Learning, Second Language Instruction