Claudia Peralta

Swimming Upstream: Preparing Future Teachers to Effectively and Compassionately Teach Latino(a) Children

Claudia Peralta et al. — Thu, 14 Feb 2013 10:30:27 PST

As teacher educators, we struggled to prepare our predominantly white teacher education students to effectively and compassionately teach Latino/a children. We designed a stream of lessons that afforded preservice teachers an opportunity to explore the potential inherent in learning about the in- and out-of- school lives of Latino students, and the power of incorporating what they learned into culturally and contextually relevant lessons. A critical analysis of our students' work, transcribed discussions, and fieldnotes will be used to examine the benefits and challenges that arose in response to our efforts to more effectively prepare future teachers to teach linguistically and culturally diverse populations.

Promoting an Environment for Choice in a Bilingual Class through Literature

Claudia Peralta — Tue, 27 Nov 2012 10:36:10 PST

Breaking the Code: Strategies to Survive in Academia (Panel Member)

Claudia Peralta — Wed, 25 Apr 2012 09:09:29 PDT

Niños Cultural y Lingüisticamente Diversos: Apuntes de una Experiencia Docente

Claudia Peralta Nash — Wed, 14 Mar 2012 10:57:09 PDT

He regresado a California después de ausentarme varios años (cinco para ser exacta) y tomo conciencia de que los requisitos académicos e institucionales, tanto para los alumnos como para los estudiantes en práctica docente, han cambiado tremendamente. Lo que en un principio eran "ideas" de requisitos, hoy se han convertido en "requisitos" que pueden impedir la obtención de un diploma o incluso frustrar la consecución de un título profesional, como por ejemplo el de educadora.

The Schooling Experiences of Immigrant Students in Rural Settings

Claudia Peralta — Fri, 24 Feb 2012 09:54:23 PST

Bilingual Teacher Beliefs and Practice: Do They Line Up?

Claudia Peralta Nash et al. — Mon, 13 Feb 2012 15:49:09 PST

A qualitative study used observation and collection of artifacts to examine the pedagogical strategies of six teachers; four taught in a two-way bilingual education school, while the other two were first-year teachers in a school setting with large numbers of English language learners. Informal interviews were conducted throughout the time of the study; semi-structured interviews were conducted at the end of a semester of observation and recording of field notes. Some interviews attempted to uncover the beliefs teachers had about student learning, and in particular, that of culturally and linguistically diverse students. Teachers were asked about the influences and sources of their beliefs. Other interviews explored teacher identities as educators of culturally and linguistically diverse students and how these identities fit in school settings that were or were not welcoming of such students. Transcripts of taped interviews were compared with field notes and collected artifacts in order to determine the degree to which teachers used strategies related to what they said they believed to be important for culturally and linguistically diverse students. It was determined that there were numerous cases where teacher practice confirmed statements made in interviews.

Reclaiming Compassion: Getting to the Heart and Soul of Teacher Education

Patricia A. Whang et al. — Thu, 04 Aug 2011 09:56:17 PDT

As professors committed to preparing educators poised to teach effectively across differences and in ways that actively resist perpetuating injustices, we have found Buddhist teachings to be nothing short of provocative in terms of expanding how we think and do our work. We offer the following in hopes of intriguing others to join us as we continue exploring the power and potential in practices enlightened by Buddhist teachings. These teachings have much to offer those committed to peace education. This is especially true if one agrees that peace in the world depends on a populace committed to achieving inner peace through practices that promote personal transformation.

Multicultural Literature that Brings People Together

Stan Steiner et al. — Thu, 04 Aug 2011 09:56:15 PDT

Over the past ten years we have been tracking a specific type of multicultural literature. We diligently look for literature for youth that reflects multiple cultures within the story line or images projected through illustrations. The books we focused on in this theme depict multiple characters reflecting a variety of ethnic backgrounds because this mosaic of characters is what we see to be more of a reflection of our changing world. The interaction of young people today across ethnic lines is more prevalent and we believe will continue to become common place as long as adults allow and encourage this interchange to happen. A good example is a book by Maya Ajmera, Yvonne Wakim Dennis, Arlene Hirschfelder and Cynthia Pon called Children of the U.S.A. It is filled with rich photos of children in 51 cities across the United States and celebrates their ethnic, cultural and religious backgrounds. Subtle and effective ways to project this natural occurrence is through literature. The dilemma we see is the lack of such multicultural literature, so we wrote this article with two goals in mind. One is teachers and librarians would be encouraged to use this literature in their classrooms and libraries. Second, we hope that more authors and illustrators are encouraged to write and illustrate stories that portray an interaction of characters from multiple ethnic backgrounds.

Harry Potter and the Oppression of Culturally and Linguistically Diverse U.S. Students

Claudia Peralta Nash et al. — Thu, 04 Aug 2011 09:56:13 PDT

The authors draw from Harry Potter and the Order of the Phoenix (Rowling, 2003) to reflect on how the often unspoken insinuations as to who possesses cultural capital, and whose knowledge is valued in our schools, play an important role in what opportunities are provided. As educators, they use the fictional Hogwarts School of Magic to compare and confront the issues rooted in oppression that affect the lives of U.S. students, and reflect on how injustices affect children’s educational experiences.

Children's Issues in Uruguay

C. Peralta Nash et al. — Thu, 04 Aug 2011 09:56:12 PDT

Grooming "Better-Prepared" Teachers

Claudia Peralta Nash — Thu, 04 Aug 2011 09:56:10 PDT

Keynote Speaker

Claudia Peralta Nash — Thu, 04 Aug 2011 09:56:09 PDT

Manteniendo Nuestra Cultura: Latina/o Schooling in Rural Communities

Claudia Peralta — Thu, 04 Aug 2011 09:56:08 PDT