Academic Title

Assistant Professor

College

Teacher Education

Department

Middle, Secondary and Science Education

Primary Campus

Dahlonega

Title of Award Granted

Presidential Innovation Award

Name of Institution that Granted the Award

University of North Georgia

Keywords

university students, literacy program, K-5 Latino students, after-school program

Abstract

This work explores effort to engage university students in a community-based literacy after school program in improving the communication skills of first-generation Latino elementary school children. Five pre-education program students en route to the education program collaborated with three teacher educators twice a week in providing small group reading instruction within the students’ mobile home community. Using ethnographic methods including interviews and reflections, we were able to garner perspectives on the nature of supporting students’ literacy skills in the community. Preliminary findings suggest pre-program students engaged in a community literacy program shaped by a community-based model working collaboratively with teacher educators are able to develop a basic understanding of pedagogy and skill sets necessary for supporting K-5 students’ literacy skills.

Biography

Dr. Vazquez Dominguez is an assistant professor in the department of Science, Middle and Secondary Education at the University of North Georgia. His work has focused on the intersection between science education projects with elementary and middle school science teachers, ESOL teachers, emergent bilingual students and their families and deleuzoguattarian concepts/practices of assemblage and other concepts. His research interests include using emergent bilingual students’ interests and passions in the teaching/learning process, family engagement, science and soccer, the use of alternative concepts of space to enhance science learning, and bilingualism in science teaching and learning. Dr. Jackson’s educational background includes a masters and specialist degrees in reading as well as a PhD in language and literacy. As part of her preparation for her masters and PhD, she worked within the literacy clinics at both Central Connecticut State and Georgia State University. Literacy clinics are educational spaces typically situated in the education department at universities to serve the literacy needs of community students. Dr. Washell is an Associate Professor of Special Education and the Department Head for the Elementary Education/Special Education Department at the University of North Georgia. Dr. Washell has an Ed.D. in instructional leadership (curriculum & instruction) with a concentration in special education and master’s degrees in special education and educational psychology. Her research interests include developing literacy in second-language learners with dyslexia, the impact of teachers’ cultural biases on Latino students’ academic motivation and self-efficacy beliefs, risk and resiliency factors related to the academic experiences of Latino females, and preparing culturally responsive teachers.

Proposal Type

Poster

Additional Presenter Information

Max Vazquez Dominguez,

Assistant Professor, Middle, Secondary and Science Education; Dahlonega

Annmarie Jackson,

Assistant Professor, Elementary-Special Education; Gainesville

Cristina Washell

Associate Professor, Elementary-Special Education, Dahlonega

Presentation Option

yes

Subject Area

English/Communications

Start Date

15-11-2019 12:00 PM

End Date

15-11-2019 1:00 PM

Rights

We, the authors, own the rights of this work.

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Nov 15th, 12:00 PM Nov 15th, 1:00 PM

UNG Students’ Participation in an After-School Literacy Program with K-5 Latino Students

This work explores effort to engage university students in a community-based literacy after school program in improving the communication skills of first-generation Latino elementary school children. Five pre-education program students en route to the education program collaborated with three teacher educators twice a week in providing small group reading instruction within the students’ mobile home community. Using ethnographic methods including interviews and reflections, we were able to garner perspectives on the nature of supporting students’ literacy skills in the community. Preliminary findings suggest pre-program students engaged in a community literacy program shaped by a community-based model working collaboratively with teacher educators are able to develop a basic understanding of pedagogy and skill sets necessary for supporting K-5 students’ literacy skills.