Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices

<p> The aim of the study is to examine high school mathematics teachers' lesson plan development and implementation practices used in the border region of Mexico and USA. The study also attempts to determine how a transition from Mexico (Ciudad Juarez, Chihuahua) to the U.S. (El Paso, TX)...

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Main Author: Gallardo, Rocio E.
Language:EN
Published: The University of Texas at El Paso 2015
Subjects:
Online Access:http://pqdtopen.proquest.com/#viewpdf?dispub=3708539
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spelling ndltd-PROQUEST-oai-pqdtoai.proquest.com-37085392015-08-06T04:20:03Z Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices Gallardo, Rocio E. Mathematics education|Curriculum development <p> The aim of the study is to examine high school mathematics teachers' lesson plan development and implementation practices used in the border region of Mexico and USA. The study also attempts to determine how a transition from Mexico (Ciudad Juarez, Chihuahua) to the U.S. (El Paso, TX) impacts high school mathematics teacher&rsquo;s lesson plan development practices incorporating the Borderland Pedagogy. The Borderland Pedagogy theoretical framework (Cline &amp; Necochea, 2006; Romo &amp; Chavez 2006; Fiume, 2005) was developed to explore educational experiences of teachers situated within border regions. The framework highlights key characteristics of Borderland Pedagogy that influence lesson plan development and implementation practices. The framework was used to design multiple case studies research to examine and understand teaching practices on both sides of the border in general, and pedagogical experiences of transitioning teachers in particular. Elbaz-Luwish (2007) and Sabar (2004) defined teacher transition as an adaptation of a teacher to a new language, culture, and new educational system. Scholars (Shimizu, 2008; Diazgranados et al., 2008; Lit and Lit, 2009) suggest that lesson plans are designed according to teachers&rsquo; experiences, knowledge about the subject matter, and beliefs about teaching, and learning. The study is built on understanding that teaching on the border impose unique requirements on lesson plan development practices reflecting flexibility, cultural and linguistic diversity. The research sample included two Mexican teachers, two US teachers, and one transitioning teacher. The design of the study is operationalized based on the following data sources: (1) teacher-developed lesson plans, (2) classroom observations, and (3) structured interviews. Data was analyzed using frequency-based initial and focus coding scheme. The key observation in lesson plan development among participating Mexican and US teachers revealed complexity and uniqueness of borderland teachers&rsquo; practices in recognizing, addressing, and implementing national/ state standards and curriculum (Secretar&iacute;a de Educaci&oacute;n P&uacute;blica, Texas Education Agency). Results of the study suggest that the Borderland Pedagogy could serve not only as a framework but also as an instrument to document and interpret transformative pedagogical practices of teachers teaching on the border.</p> The University of Texas at El Paso 2015-08-04 00:00:00.0 thesis http://pqdtopen.proquest.com/#viewpdf?dispub=3708539 EN
collection NDLTD
language EN
sources NDLTD
topic Mathematics education|Curriculum development
spellingShingle Mathematics education|Curriculum development
Gallardo, Rocio E.
Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices
description <p> The aim of the study is to examine high school mathematics teachers' lesson plan development and implementation practices used in the border region of Mexico and USA. The study also attempts to determine how a transition from Mexico (Ciudad Juarez, Chihuahua) to the U.S. (El Paso, TX) impacts high school mathematics teacher&rsquo;s lesson plan development practices incorporating the Borderland Pedagogy. The Borderland Pedagogy theoretical framework (Cline &amp; Necochea, 2006; Romo &amp; Chavez 2006; Fiume, 2005) was developed to explore educational experiences of teachers situated within border regions. The framework highlights key characteristics of Borderland Pedagogy that influence lesson plan development and implementation practices. The framework was used to design multiple case studies research to examine and understand teaching practices on both sides of the border in general, and pedagogical experiences of transitioning teachers in particular. Elbaz-Luwish (2007) and Sabar (2004) defined teacher transition as an adaptation of a teacher to a new language, culture, and new educational system. Scholars (Shimizu, 2008; Diazgranados et al., 2008; Lit and Lit, 2009) suggest that lesson plans are designed according to teachers&rsquo; experiences, knowledge about the subject matter, and beliefs about teaching, and learning. The study is built on understanding that teaching on the border impose unique requirements on lesson plan development practices reflecting flexibility, cultural and linguistic diversity. The research sample included two Mexican teachers, two US teachers, and one transitioning teacher. The design of the study is operationalized based on the following data sources: (1) teacher-developed lesson plans, (2) classroom observations, and (3) structured interviews. Data was analyzed using frequency-based initial and focus coding scheme. The key observation in lesson plan development among participating Mexican and US teachers revealed complexity and uniqueness of borderland teachers&rsquo; practices in recognizing, addressing, and implementing national/ state standards and curriculum (Secretar&iacute;a de Educaci&oacute;n P&uacute;blica, Texas Education Agency). Results of the study suggest that the Borderland Pedagogy could serve not only as a framework but also as an instrument to document and interpret transformative pedagogical practices of teachers teaching on the border.</p>
author Gallardo, Rocio E.
author_facet Gallardo, Rocio E.
author_sort Gallardo, Rocio E.
title Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices
title_short Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices
title_full Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices
title_fullStr Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices
title_full_unstemmed Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices
title_sort borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices
publisher The University of Texas at El Paso
publishDate 2015
url http://pqdtopen.proquest.com/#viewpdf?dispub=3708539
work_keys_str_mv AT gallardorocioe borderlandpedagogystudyofhighschoolmathematicsteacherslessonplandevelopmentandimplementationpractices
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