Héctor H. Rivera

Investigating the impact of professional development on teachers’ instructional time and English learners’ language development: a multilevel cross-classified approach

We examined the direct impact of an ongoing, intensive, and structured professional development (PD) within an English-as-second-language (ESL) instructional intervention on (a) teachers’ time allocation in cognitive–academic language proficiency (CALP) and (b) Spanish-speaking English language learners’ (ELLs) CALP development from the second to third grade within a multilevel cross-classified framework. Second, we explored the mediation effect of teachers’ time allocation. We observed that treatment teachers spent more time in CALP than control teachers as a result of the instructional intervention with PD. In addition, the treatment effect was evident in ELLs’ outcomes, including expressive vocabulary, oral reading fluency, and retell fluency. Finally, the treatment effect was completely mediated through teachers’ time allocation in CALP in the second grade on retell fluency.

An Exploratory Assessment

This study seeks to examine programmatic efforts focused on developing a capacity building learning environment as a pathway to genomic science for underrepresented minority students. Students participated in a survey (n = 51); a subsample participated in focus groups (n = 11) as well as on a pre- and postskills assessment activity (n = 17). Overall, findings indicate that the programmatic intervention has assisted students in several areas such as (a) creating opportunities in science fieldwork and research, (b) preparing them for graduate school, and (c) serving as a pipeline for science research and careers. Furthermore, focus group participants expressed that the program has assisted them in gaining concrete experiences in (a) science research, (b) learning about their options in science, and (c) learning how to continue in a science academic path. The program has also assisted students in achieving and successfully planning their long-term goals in science-related fields.

Studying the Impact of Technology-Infused Activities Among Low-Income Spanish-Speaking Immigrant Families

This study examines the impact of an intervention technology program—Community Learning Centers—designed to assist low-income Spanish-speaking parents in learning and using technology for family advancement. The study is based on a sample of 408 participants who completed pre- and post-surveys. Data collection was conducted across 2 years in 2008 and 2009. The findings suggest that the program is achieving its objective of providing technology literacy to parents, creating learning environments for capacity building, as well as empowering parents to become participants in the educational development of their children.

Fostering an environment for resilience among Latino youth: Characteristics of a successful college readiness program

ABSTRACT This study examines a college readiness program at building resilience among economically disadvantaged Latino high school students. The aim of the program was to build resiliency among at-risk Latino youth and was implemented in a large, public, independent school district in the Southwest United States. The data were examined through pre- (n = 300) and post-surveys (n = 272). Results are consistent in describing a positive program environment and the pre- to post-item gains related to encouraging Latino youth to seek high school graduation and pursue college as an attainable goal.