Experience

Publications

• Full Circle

  Early Years: Journal of Texas Association for the Education of Young Children

  I wrote a vignette on leadership and advocacy as an early childhood professional. I shared my personal story that was inspired by my grandmother. Through her guidance and "platicas" I became more creative and motivated to be an advocate and leader of early childhood. The "platicas" were during our sewing time, in which she would teach me lessons of life. Through her sewing, she was so creative, which inspired me to be a thinker and a problem solver.

• Full Circle

  Early Years: Journal of Texas Association for the Education of Young Children

  I wrote a vignette on leadership and advocacy as an early childhood professional. I shared my personal story that was inspired by my grandmother. Through her guidance and "platicas" I became more creative and motivated to be an advocate and leader of early childhood. The "platicas" were during our sewing time, in which she would teach me lessons of life. Through her sewing, she was so creative, which inspired me to be a thinker and a problem solver.

• Scientific Inquiry Through Peer Dyads

  TABE Newsletter 32(5)

  Learning science, for bilingual students, involves much more than learning concepts and mastering scientific process skills. Becoming science literate in culturally and linguistically diverse environments is a complex process where concepts and scientific skills intersect with content specific language structures and a culturally diverse views of science. Although classroom investigations can provide context, bilingual learners still experience specific language difficulties related to unfamiliar discourse structures and grammatical forms that must be used while speaking, reading, writing, and listening to science content (Chamot & O'Malley, 1994).

• Full Circle

  Early Years: Journal of Texas Association for the Education of Young Children

  I wrote a vignette on leadership and advocacy as an early childhood professional. I shared my personal story that was inspired by my grandmother. Through her guidance and "platicas" I became more creative and motivated to be an advocate and leader of early childhood. The "platicas" were during our sewing time, in which she would teach me lessons of life. Through her sewing, she was so creative, which inspired me to be a thinker and a problem solver.

• Scientific Inquiry Through Peer Dyads

  TABE Newsletter 32(5)

  Learning science, for bilingual students, involves much more than learning concepts and mastering scientific process skills. Becoming science literate in culturally and linguistically diverse environments is a complex process where concepts and scientific skills intersect with content specific language structures and a culturally diverse views of science. Although classroom investigations can provide context, bilingual learners still experience specific language difficulties related to unfamiliar discourse structures and grammatical forms that must be used while speaking, reading, writing, and listening to science content (Chamot & O'Malley, 1994).

• Effective teaching practices: Global tools used by leaders in early childhood education.

  Journal of Interdisciplinary Education, 11(1)

  Three early childhood educators reflect on their distinct perspectives when providing professional development to early childhood education teachers in childcare centers, public schools and developing countries. This article is a collaborative effort in which three professionals aggregate their experiences of working with teachers in various settings, South Texas Head Starts, public school early childhood centers and early childhood teachers in Zambia. These professionals, using the common characteristics defining, effective teaching, reflect on their teaching methods and strategies to consider how their approaches makes them effective teachers and leads to the professional development of their students. The purpose is to draw from these three perspectives and their teaching strategies, with the intention to impact teachers working with young children in South Texas and rural areas of Zambia.

• Full Circle

  Early Years: Journal of Texas Association for the Education of Young Children

  I wrote a vignette on leadership and advocacy as an early childhood professional. I shared my personal story that was inspired by my grandmother. Through her guidance and "platicas" I became more creative and motivated to be an advocate and leader of early childhood. The "platicas" were during our sewing time, in which she would teach me lessons of life. Through her sewing, she was so creative, which inspired me to be a thinker and a problem solver.

• Scientific Inquiry Through Peer Dyads

  TABE Newsletter 32(5)

  Learning science, for bilingual students, involves much more than learning concepts and mastering scientific process skills. Becoming science literate in culturally and linguistically diverse environments is a complex process where concepts and scientific skills intersect with content specific language structures and a culturally diverse views of science. Although classroom investigations can provide context, bilingual learners still experience specific language difficulties related to unfamiliar discourse structures and grammatical forms that must be used while speaking, reading, writing, and listening to science content (Chamot & O'Malley, 1994).

• Effective teaching practices: Global tools used by leaders in early childhood education.

  Journal of Interdisciplinary Education, 11(1)

  Three early childhood educators reflect on their distinct perspectives when providing professional development to early childhood education teachers in childcare centers, public schools and developing countries. This article is a collaborative effort in which three professionals aggregate their experiences of working with teachers in various settings, South Texas Head Starts, public school early childhood centers and early childhood teachers in Zambia. These professionals, using the common characteristics defining, effective teaching, reflect on their teaching methods and strategies to consider how their approaches makes them effective teachers and leads to the professional development of their students. The purpose is to draw from these three perspectives and their teaching strategies, with the intention to impact teachers working with young children in South Texas and rural areas of Zambia.

• Study Skills for Pharmacy Students in Academic Trouble.

  American Journal of Pharmaceutical Education. Article 57, 3-4.

  A quantitative study of students entering pharmacy school, who may possess study skills that have made them successful enough for admission. I provided study skills sessions of: note taking, study groups, time management, test taking, syllabi understanding and seeking instructor's help. The implications were the study intervention was found helpful.

• Full Circle

  Early Years: Journal of Texas Association for the Education of Young Children

  I wrote a vignette on leadership and advocacy as an early childhood professional. I shared my personal story that was inspired by my grandmother. Through her guidance and "platicas" I became more creative and motivated to be an advocate and leader of early childhood. The "platicas" were during our sewing time, in which she would teach me lessons of life. Through her sewing, she was so creative, which inspired me to be a thinker and a problem solver.

• Scientific Inquiry Through Peer Dyads

  TABE Newsletter 32(5)

  Learning science, for bilingual students, involves much more than learning concepts and mastering scientific process skills. Becoming science literate in culturally and linguistically diverse environments is a complex process where concepts and scientific skills intersect with content specific language structures and a culturally diverse views of science. Although classroom investigations can provide context, bilingual learners still experience specific language difficulties related to unfamiliar discourse structures and grammatical forms that must be used while speaking, reading, writing, and listening to science content (Chamot & O'Malley, 1994).

• Effective teaching practices: Global tools used by leaders in early childhood education.

  Journal of Interdisciplinary Education, 11(1)

  Three early childhood educators reflect on their distinct perspectives when providing professional development to early childhood education teachers in childcare centers, public schools and developing countries. This article is a collaborative effort in which three professionals aggregate their experiences of working with teachers in various settings, South Texas Head Starts, public school early childhood centers and early childhood teachers in Zambia. These professionals, using the common characteristics defining, effective teaching, reflect on their teaching methods and strategies to consider how their approaches makes them effective teachers and leads to the professional development of their students. The purpose is to draw from these three perspectives and their teaching strategies, with the intention to impact teachers working with young children in South Texas and rural areas of Zambia.

• Study Skills for Pharmacy Students in Academic Trouble.

  American Journal of Pharmaceutical Education. Article 57, 3-4.

  A quantitative study of students entering pharmacy school, who may possess study skills that have made them successful enough for admission. I provided study skills sessions of: note taking, study groups, time management, test taking, syllabi understanding and seeking instructor's help. The implications were the study intervention was found helpful.

• Teachers Matter: Preparing Innovative Teachers

  Journal of the World Federation of Associations for Teacher Education

  Today's young people of both undergraduate students and those entering teacher education programs are digital natives, who grew up in a technology world of computers, Internet, cell phones & social networking.