Teaching and Learning Faculty Publications and Presentations
Explore our Open Access Publications to discover research freely available to the public.
You can also view All Research Publications by the department, including both open access and subscription-based work over the past 36 months.
Submissions from 2020
White Teacher Identity Studies, James C. Jupp
Second-Wave Critical White Studies, James C. Jupp and Pauli Badenhorst
Decolonial-hispanophone curriculum: A preliminary sketch and invitation to a South-South dialogue, James C. Jupp, Micaela González Delgado, Freyca Calderón Berumen, and Caroline A. Hesse
Cultivating an ethic of care at a Hispanic-Serving College of Education: Individual stories and a collective narrative, Karin A. Lewis, Miryam Espinosa-Dulanto, Jacqueline B. Koonce, and Vejoya Viren
Translanguaging moves in elementary mathematics classroom number talks: Understanding linguistic repertoires, Luz A. Maldonado Rodríguez, Melissa Adams Corral, and Gladys Krause
Flowing With the Translanguaging Corriente: Juntos Engaging With and Making Sense of Mathematics, Luz A. Maldonado Rodríguez, Gladys Krause, and Melissa Adams Corral
Mathematics with Open Arms, Ricardo Martinez, Heather Lindfros-Navarro, and Melissa Adams Corral
Collaboration of Researchers and Stakeholders: Transforming Educator Preparation, Bobbette M. Morgan, Alma D. Rodríguez, Irma S. Jones, James A. Telese, and Sandra I. Musanti
How Autobiographies of Latinx Preservice Teachers Build Culturally Relevant Instruction for the Nature of Science, Noushin Nouri, Jair J. Aguilar, and Patricia Ramirez-Biondolillo
Using TeachLivE to Foster the Development of High-Leverage Practices in a Teacher Education Program, Carmen M. Pena, Pauli Badenhorst, and Denise M. Love
Assessing Program Outcomes of an M.Ed. Curriculum and Instruction Program: A Comparison of Face-to-Face to Completely Online Deliverables, James A. Telese and Gregory Chamblee
Foul Balls across the Rio Grande, Rene Torres
Whose History?: Expanding Place-Based Initiatives Through Open Collaboration, Sean Visintainer, Stephanie Anckle, and Kristen Weischedel
Alternatively Assessing Conceptual Learning in an Emergency Clinical Environment—A Mixed Methods Design, Zhidong Zhang and Alice Yang Zhang
Submissions from 2019
Critical Early Childhood Mathematics For Children of Color, Melissa Adams Corral
Learning Productive Mathematical Talk Moves Through Mix-Reality Simulation: The Case of Pre-service Elementary Teachers in a Hispanic Serving Institution, Jair J. Aguilar and James A. Telese
Raced Encounter on a Hilltop: A Call for Soulful Justice alongside Social Justice Work, Pauli Badenhorst
Exploring the Impact of a Positive Psychology and Creative Journal Arts Intervention with Latina/o Adolescents, Javier Cavazos Vela, Wayne D. Smith, Keely Rodriguez, and Yvette Hinojosa
Teacher Retention: In Rural Schools Nested in Large Districts, Sandra Cerda, Veronica Estrada, and Velma D. Menchaca
Project ACCESS: High School Student Learning of Academic Vocabulary in the Rio Grande Valley, Angela M. Chapman
Integrating stackable, competency-based microcredentials into academic programs, Rene Corbeil and Maria Elena Corbeil
Human Rights, Think Aloud Protocols and Magic Drums: Revealing Character in Pre-Service Teachers, Leticia De Leon and Kara Bennett
Transformation or Resistance? A Case Study of Pre-Service Teachers Engaged in Technology Integration, Leticia De Leon, Janet Martinez, Zulmaris Diaz, and Michael Whitacre
Exploring Latino Preservice Teachers’ Attitudes and Beliefs about Learning and Teaching Science: What Are the Critical Factors?, Maria E. Diaz
Identidades públicas y privadas de mujeres jóvenes transfronterizas, Miryam Espinosa-Dulanto and Iris Rubi Monroy Velasco
What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences, James C. Jupp, Theodorea Regina Berry, Amanda Morales, and Ann Mogush Mason
Race-Evasive White Teacher Identity Studies 1990–2015: What Can We Learn from 25 Years of Research?, James C. Jupp, Alisa Leckie, Nolan L. Cabrera, and Jamie Utt
Pass the "Idea": Following Bilingual Mathematics Discussions [Pásame la "Idea": Siguiendo Discusiones Matemáticas Bilingües], Gladys Krause, Melissa Adams Corral, and Luz A. Maldonado
Entre Dos Tierras: Identidades Culturales de Mujeres Jovenes Transfronterizas (Mexico/EEUU), Iris Rubi Monroy Velasco and Miryam Espinosa-Dulanto
Teacher Candidate Immersion into Bilingual/ Dual Language Classrooms in Largest Urban District in Texas, Bobbette M. Morgan, Criselda Garcia, and John Jauregui
Submissions from 2018
Mathematics Understanding of Elementary Pre-Service Teachers: The Analysis of their Procedural-Fluency, Conceptual-Understanding, and Problem-Solving Strategies, Jair J. Aguilar and James A. Telese
Critical Mathematics Teacher Noticing: Using Online Technology to Explore How Pre-service Teachers of Color Confront their Peers’ Racial Positionings of Children, Theodore Chao and Melissa Adams Corral
Translating the ICAP Theory of Cognitive Engagement Into Practice, Michelene T. H. Chi, Joshua Adams, Emily B. Bogusch, Christiana Bruchok, Seokmin Kang, Matthew Lancaster, Roy Levy, Na Li, Katherine L. McEldoon, and Glenda S. Stump
Learning styles, online courses, gender, and academic achievement of Hispanic students in higher education, Irma S. Jones and Dianna Blankenship
Theorizing a Translanguaging Stance: Envisioning an Empowering Participatory Mathematics Education Juntos con Emergent Bilingual Students, Luz A. Maldonado, Gladys Rueda Krause, and Melissa Adams Corral
A Practical Guide to Meta-Synthesis Method for Identifying Professional Competencies of Teachers in Teaching Nature of Science, M. Mohammadi, M. Saberi, Gh. Salimi, and Noushin Nouri
The Lived Experience: A Study In Teaching Online, Bobbette M. Morgan
The role of customer attitudes in building the reputation of a company sponsoring sport events, Dong Jun Rew, Jin-Woo Kim, and Yong-Chae Rhee
Frank Yturria Joins Gene Autry Rodeo, Rene Torres
Generating Positive Programming for Hispanic Children with Disabilities through Mixed-Reality Simulations, Hsuying C. Ward and Ignacio E. Rodríguez
Submissions from 2017
"They Want to Erase That Past": Examining Race and Afro-Latin@ Identity with Bilingual Third Graders, Melissa Adams Corral and Christopher Busey
Our World Is Text: Foregrounding Racial Literacy Through a Classroom Reading of Ta-Nehisi Coates, Pauli Badenhorst
Cultivation of science identity through authentic science in an urban high school classroom, Angela M. Chapman and Allan Feldman
The Role of Language in Anatomy and Physiology Instruction, Angela M. Chapman, Hsuying C. Ward, Ashwini Tiwari, Amy Weimer, Jaime B. Duran, Federico Guerra, and Robert Paul Sale
Why Students Learn More From Dialogue- Than Monologue-Videos: Analyses of Peer Interactions, Michelene T. H. Chi, Seokmin Kang, and David L. Yaghmourian
THE EDTECH BLOG: LEARNING BEYOND THE CLASSROOM THROUGH SOCIAL SPACES FOR INFORMAL LEARNING, Joseph Rene Corbeil and Maria Elena Corbeil
Learning style preferences and the online classroom, Irma S. Jones and Dianna Blankenship
Student perceptions of online courses, Irma S. Jones and Dianna Blankenship
What learning is needed for white teachers’ race-visible teaching? Racialised curriculum recoding of cherished knowledges, James C. Jupp
Advancing Testimonio Traditions in Educational Research: A Synoptic Rendering, James C. Jupp, Freyca Calderón Berumen, and Karla O'Donald
Biomedical Research Careers Pipeline in a Southern Hispanic-Serving Institution (HSI): Perspectives of Faculty and Students on Efficacy of Mentoring Workshops, Ming-Tsan P. Lu, Stacey Lee Gonzalez, Yuridia Munoz, and Luis V. Colom
What Does it Mean to Assess Gifted Students’ Perceptions of Giftedness Labels?, Bryan Meadows and Jacob W. Neumann
Descriptive Comparison of Hispanic Doctoral Students (2007-2014) with Carnegie Initiative of the Doctorate National Survey Results, Bobbette M. Morgan and Luis F. Alcocer
Redesigning an Educational Technology Course under a Competency-Based Performance Assessment Model, Ignacio E. Rodríguez and Katherina Gallardo
McAllen Nine Invade Mexico City, Rene Torres and Kevin Knoch
Submissions from 2016
DIGITAL BADGES: ADDING PROFESSIONAL VALUE TO A FULLY ONLINE UNDERGRADUATE EDUCATIONAL TECHNOLOGY MINOR, Joseph Rene Corbeil, Maria Elena Corbeil, and Ignacio E. Rodríguez
The Journey into Ba: A Phenomenology of Computer-Mediated Communications, Leticia De Leon and Kevin Freenan
Second-Wave White Teacher Identity Studies: A Review of White Teacher Identity Literatures From 2004 Through 2014, James C. Jupp, Theodorea Regina Berry, and Timothy J. Lensmire
Interview of Christine Sleeter on Multicultural Education: Past, Present, and Key Future Directions, James C. Jupp and Christine E. Sleeter
From hands to minds: Gestures promote understanding, Seokmin Kang and Barbara Tversky
Pre- and In-Service Teachers’ Perceptions of Learning through Research Workshops in a Hispanic-Serving Institution in USA: A Review of Two Years’ Accumulative Data, Ming-Tsan P. Lu, Yousun Shin, and Terry Overton
John Lomax's Southern States Recording Expedition: Brownsville, Texas, 1939, Albert Rodriguez and Rene Torres
Book Review: Gutek and Gutek, Bringing Montessori to America: S.S. McClure, Maria Montessori and the Campaign to Publicize Montessori Education, Martha May Tevis
On the elephant in the room: toward a generative politics of place on race in academic discourse, Baudelaire Ulysse, Theodorea Regina Berry, and James C. Jupp
Submissions from 2015
The Weathered Corrugations of His Face: A Performative Reflection on Nelson Mandela, Self, and the Call for Racial (Un)Becoming, Pauli Badenhorst
Reading Attitudes of Texas High School Students, Kathy Bussert-Webb and Zhidong Zhang
DIGITAL BADGES IN HIGHER EDUCATION: A THREE-PHASE STUDY ON THE IMPLEMENTATION OF DIGITAL BADGES IN AN ONLINE UNDERGRADUATE PROGRAM, Maria Elena Corbeil, Joseph Rene Corbeil, and Ignacio E. Rodríguez
Coordinating Gesture, Word, and Diagram: Explanations for Experts and Novices, Seokmin Kang, Barbara Tversky, and John B. Black
Hispanic Doctoral Students Challenges: Qualitative Results, Bobbette M. Morgan and Luis F. Alcocer
Investing in yourself: one university’s leadership models, Olivia Rivas and Irma S. Jones
The Impact of Pictorial Representations in Teaching Math Word Problems to a Child with Autism, Hossein Shirvani
Reflections on the Termination of Two Universities and the Creation of a New University, Martha May Tevis
Submissions from 2014
What do you mean you never got any feedback?, Irma S. Jones and Dianna Blankenship
A study of juror information on the websites of 61 predominately Hispanic Texas counties, Irma S. Jones, Dianna Blankenship, and Marcus Juarez
4.7 Six Years Of Measuring Effects Of Professional Development On Mathematics Knowledge For Teaching: Reflections On The Process Of Evaluation, Debra Plowman Junk and James A. Telese
A Case Study: Accreditation Process Reviewed Through the Lens of Organizational Change Models and the Five Stages of Grief, Olivia Rivas and Irma S. Jones
Philanthropy at Its Best: The General Education Board’s Contributions to Education, 1902–1964, Martha May Tevis
Submissions from 2013
Más O Menos: Exploring Estimation in a Bilingual Classroom, Higinio Dominguez and Melissa Adams Corral
Toward Cosmopolitan Sensibilities in US Curriculum Studies: A Synoptic Rendering of the Franciscan Tradition in Mexico, James C. Jupp
Undoing Double Binds in Curriculum: Toward Cosmopolitan Sensibilities in US Curriculum Studies, James C. Jupp
What are White progressive masculinites? Counternarrative and contradictions of committed White male teachers in inner-city schools, James C. Jupp
The Different Benefits from Different Gestures in Understanding a Concept, Seokmin Kang, Gregory L. Hallman, Lisa K. Son, and John B. Black
Quantitative And Qualitative Results: Cooperative Learning Implementation With Hispanic Community College Freshmen, Bobbette M. Morgan, Ruth A. Keitz, and Lori Wells
The Thread of Influence from Mendez v. Westminster to Delgado to Hernandez v. Texas to Brown, Martha May Tevis
Submissions from 2012
Inquiry-based science education as multiple outcome interdisciplinary research and learning (MOIRL), Allan Feldman, Angela M. Chapman, Vanessa Vernaza-Hernández, Dilek Ozalp, and Fayez Alshehri
Learning from Bilingual Family Literacies, Luz A. Murillo
Leadership: Building a team using structured activities, Olivia Rivas and Irma S. Jones
Mexican American Civil Rights Leaders and Discrimination in South Texas Schools, Martha May Tevis
The privilege of staying dry: The impact of flooding and racism on the emergence of the “Mexican” ghetto in Austin’s low-east side, 1880–1935, Eliot M. Tretter and Melissa Adams Corral
Submissions from 2011
Assessing business students' sensitivity to diversity issues within in a MSI: implications for continuous curriculum improvement, Dianna Blankenship, Gerald Hollier, Irma S. Jones, and Marvin Lovett
Becoming Teachers of Inner-city Students: Identifiction Creativity and Curriculum Wisdom of Committed White Male Teachers, James C. Jupp and Patrick Slattery
James P. Barufaldi: Teacher of Science Teachers, Martha May Tevis and John McBride
Submissions from 2010
Grant writing skill building: a business administration curriculum proposal, Dianna Blankenship, Irma S. Jones, and Marvin Lovett
What Is Theorizing White Teachers' Life Histories?, James C. Jupp
Committed White Male Teachers and Identifications: Toward Creative Identifications and a “Second Wave” of White Identity Studies, James C. Jupp and Patrick Slattery Jr.
White male teachers on difference: narratives of contact and tensions, James C. Jupp and Patrick Slattery
Diversity Awareness Among a Diverse Business Student Population: Insights and Curriculum Implications From An Hispanic-American Serving University, Marvin Lovett, Irma S. Jones, Gerald Hollier, and Dianna Blankenship
Undergraduate Hispanic Student Response To Cooperative Learning, Bobbette M. Morgan, Graciela P. Rosenberg, and Lori Wells
Lessons learned while conducting educational program assessment, Olivia Rivas, Irma S. Jones, and Eli E. Pena
