Mullins Library Research

Elliana Skinner
CIED 1003
Using Mullins Library to Find Articles
Part A
Part B
Name of U of A class: CIED 1003: Technology in Education
Instructor: Dr. Betsy Orr

Part C
1. Who is author?
a. Julie D. Pierce
2. What is the name of the theses/dissertation?
a. Hispanic Parents’ Perception of Involvement in the Education of Their English Language
Learners: A Case Study
3. What is the year of the theses/dissertation?
a. 2019
4. What institution did the author go to? (Usually on title page.)
a. Grand Canyon University - Phoenix, Arizona
5. What was the purpose of the study? (You can retype it. It’s okay if it is word for word.)
a. “The purpose of this qualitative case study was to explore parenting challenges perceived by
Hispanic parents, as well as the influence of these perceptions on their parental involvement
with the education of their English language-learning (ELL) children in an affluent suburban
community in central New Mexico. Though existing research has explored the association
between parental involvement and the academic achievement of students, academics have
identified the need to examine this relationship within the context of the families of ELL
children. Three sources of data were used: researcher observations, questionnaires, and
semistructured interviews. The research question questioned how Hispanic parents’
perceived challenges and issues of parental involvement influenced their actual involvement
with the education of their ELL children. The theoretical foundation was LatCrit, an
offshoot of the critical race theory. The participants resided in a suburb of Albuquerque,
New Mexico with a population of approximately 94,000. Results associated with the first
theme indicated participants’ levels of involvement with their ELL children’s education. In
results related to the second theme, participants indicated the challenges they encountered in
assisting with their children’s educations. Results associated with the third theme included
participants’ perceptions of the influence of challenges on their levels of involvement with
their children’s educations. Policy makers need to not only provide additional resources for
ELL students and for Hispanic students more generally, but they must also find ways to
combat negative stereotypes and other cultural norms that devalue the intellectual
contributions and abilities of Hispanics.”
6. What was the conclusion of the study? (Usually on last page. You can type it word for word.)
a. The United States is becoming a truly multilingual and multicultural society. This reality is
already here, and New Mexico is a “bellwether” for the rest of the country. The failure to
incorporate and recognize the intellectual gifts of the Hispanic population of the United
States fully will have dire effects on economic productivity, civic culture, and political
coherence. Policy makers should begin to recognize the multicultural nature of life in the
contemporary United States. The results of this study indicated that this involved more than
simply addressing external factors that might hamper access or deny needed economic or
infrastructural resources to Hispanics. One should tackle the norms that perpetuate the
legacy of racism in quiet and insidious ways. In short, one must do more than extend a
helping hand to the Hispanic population. They must be incorporated into the civic, political,
and cultural of life in the United States by educating the non-Hispanic, White population, so
the latter begins to see Hispanics as coequals. Only once the attitudes of the dominant
culture shift will it become possible to address the norms that perpetuate the legacy of
nativism, xenophobia, discrimination, institutional racism, and inequality.
7. Why would this particular study be important in your field? (We are assuming it is important.)
a. This is important to me and my field because it discusses Hispanic students learning the
English language. My goal as a teacher will be to teach in high-need areas for English
teachers that can speak both English and Spanish, and I believe researching and learning
about how to teach them in the best way will help me be a better educator.
8. Pretend that you want to do a similar study to this one. What would you do different? Why? (This
must be a complete paragraph. Five – eight sentences. Extraneous material will not be counted. Nor,
will I could sentence such as “I would do a lot different.” Your response must be very specific.
a. I would begin by personally observing within a school that has issues with non-English
speaking students. I believe this would help give readers an inside view on the struggles that
these types of schools go through as they try to teach all of the students fairly. I also believe
this experience would help me as an author be more experienced with the topic. By having
my own experience in a school and interacting with ELL students and for Hispanic students,
I would be able to have a more intelligent discussion about how to help them. I feel that
individuals who do not have a personal interaction with English-only schools and ELL
students would not be able to fully comprehend the difficulty that those students and those
teachers have to go through every day in the classroom.
1. Who is the professor that you have taken a class with? Or a professor that you are currently taking a
class with?
a. Dr. Daniel Barth
2. What year did he/she write their dissertation?
a. 2007
3. What is the name of the dissertation?
a. Teaching Science Through Literature
4. What institution did the professor go to when he/she published their dissertation?
a. Claremont Graduate University – Claremont, California
5. Skip to the end of the dissertation. What was the conclusion of the study? (You can type this word
for word.)
a. “Primary among the concerns about this study is the small size of the student population
upon which this data is based. While the strong, universal improvements among every
gender and ethnic subgroup in this study is highly encouraging, a larger study is obviously
called for. In particular, the lack of any African American students, only one White female
student, and no other minority groups at all being represented is a major problem that can
only be remedied with further study including larger groups of students.
The instructor who implemented the Summer Science Enrichment program is now planning
to implement the program in three classes of 7th grade students at another middle school
this spring. This study group of approximately 110 students should offer much more
diversity than the original group of 18 students and will be a welcome addition to the study
data concerning the programs effectiveness. A second implementation and study of the
Science Through Literature curriculum as a two year program with 5th grade students
receiving the original Maurice on the Moon curriculum concerning the Earth-Moon system,
and 6th grade students receiving a new ecology/biology oriented curriculum based upon a
second book in the Maurice series is planned for the 2007-08 school year. The new
curriculum will focus upon Mars and be more ecologically / environmentally based than the
original curriculum which focuses heavily upon the Earth-Moon system, gravitation, orbital
mechanics, and the formation of the solar system. This additional implementation of the
Science Through Literature concept should provide much needed data to further refine the
research results that have been shown in this initial study.
In addition to further implementation of the Science Through Literature concept in other

classrooms and districts, it will also be necessary to follow the study participants as they
progress through school and determine if their participation in the program transfers to
improvements in science, mathematics, and English / language arts classes. It is planned to
follow these students during the current school year and compare their grades in these core
subjects to their grades before their participation in the program. The Further reproduction
prohibited without permission. researcher will also examine the standardized exam scores of
these students in science, mathematics, and English / language arts when those scores are
available from the California Department of Education in fall, 2007. It is hypothesized that
participation in the program will result in long term gains in academic performance in these
areas, but this has yet to be tested. Obviously, the performance of the original study group
on future tests and in future classrooms will be the first step in following a larger group of
participants in a longitudinal study that will take several years to complete. It is hoped that
future study will confirm the tremendous potential of the Science Through Literature
pedagogy and the Maurice on the Moon curriculum.”

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Elliana Skinner

Name of U of A class: CIED 1003: Technology in Education

Instructor: Dr. Betsy Orr

In addition to further implementation of the Science Through Literature concept in other

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