A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2021; you can also visit the original URL.
The file type is
This research explored the impacts of a linguistically inclusive Spanish reading group on student learning outcomes. This research took place at an elementary school in Marin, which consists of a large Spanish speaking and rural community of third and fourth graders. The research takes into consideration grouping methods (Oakes, 2005) , Critical Race Theory (Solórzano & Yosso, 2002) , and Schema Theory (Rumelhart, 2017) with regard to a Spanish classroom, in order to reimagine educationaldoi:10.33015/dominican.edu/2021.edu.04 fatcat:jwbimlhndzgftj4b4kq5vynvuu