View in EDS

Working with Teachers on Culturally Affirming Instruction in Guatemala

Saved in:
Bibliographic Details
Title: Working with Teachers on Culturally Affirming Instruction in Guatemala
Language: English
Authors: Daniel, Mayra C. (ORCID 0000-0003-2702-0071), Burgin, Ximena D. (ORCID 0000-0002-3494-569X)
Source: Intercultural Education. 2021 32(5):477-494.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Teacher Attitudes, Intervention, Teaching Methods, Foreign Countries, Advocacy, Teacher Workshops, Culturally Relevant Education, Literacy Education, Instructional Effectiveness, Educational Policy, Democracy, Teacher Empowerment, Peace, Social Justice, Diversity, Faculty Development, Elementary School Teachers, Secondary School Teachers, Lesson Plans
Geographic Terms: Guatemala
DOI: 10.1080/14675986.2021.1962107
ISSN: 1467-5986
Abstract: This study examines 96 Guatemalan teachers' perspectives on the viability of educational mandates from Guatemala's Ministry of Education and explores their perceived ability to advocate in the schoolhouse. Data included focus groups prior to, and after, workshops on topics related to effective literacy interventions in diverse contexts. Findings indicate positive changes from pre to post-workshop focus groups in participants' beliefs of their potential to become allies with students, improve their pedagogy, and build democratic schools.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1311909
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1311909
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Working with Teachers on Culturally Affirming Instruction in Guatemala
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Daniel%2C+Mayra+C%2E%22">Daniel, Mayra C.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2702-0071">0000-0003-2702-0071</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burgin%2C+Ximena+D%2E%22">Burgin, Ximena D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3494-569X">0000-0002-3494-569X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Intercultural+Education%22"><i>Intercultural Education</i></searchLink>. 2021 32(5):477-494.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Workshops%22">Teacher Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Democracy%22">Democracy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Empowerment%22">Teacher Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Peace%22">Peace</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Guatemala%22">Guatemala</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/14675986.2021.1962107
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1467-5986
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines 96 Guatemalan teachers' perspectives on the viability of educational mandates from Guatemala's Ministry of Education and explores their perceived ability to advocate in the schoolhouse. Data included focus groups prior to, and after, workshops on topics related to effective literacy interventions in diverse contexts. Findings indicate positive changes from pre to post-workshop focus groups in participants' beliefs of their potential to become allies with students, improve their pedagogy, and build democratic schools.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1311909
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1311909
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/14675986.2021.1962107
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 477
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Advocacy
        Type: general
      – SubjectFull: Teacher Workshops
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Democracy
        Type: general
      – SubjectFull: Teacher Empowerment
        Type: general
      – SubjectFull: Peace
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Guatemala
        Type: general
    Titles:
      – TitleFull: Working with Teachers on Culturally Affirming Instruction in Guatemala
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Daniel, Mayra C.
      – PersonEntity:
          Name:
            NameFull: Burgin, Ximena D.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 1467-5986
          Numbering:
            – Type: volume
              Value: 32
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Intercultural Education
              Type: main
ResultId 1