Esther Martinez Native American Languages Preservation Act

Beaulieu, David (2008). Native American Education Research and Policy Development in an Era of No Child Left Behind: Native Language and Culture during the Administrations of Presidents Clinton and Bush, Journal of American Indian Education. This article traces the history of policy development in Native American education from the second term of President William J. Clinton and his signing of Executive Order 13096 of August 6, 1998 on American Indian/Alaska Native education, through the passage and implementation of the No Child Left Behind (NCLB) Act and initial consideration of its reauthorization in the twilight of the presidency of George W. Bush. The article describes the interaction of political action, research, and policy development under the umbrella of the growing political influence of the National Indian Education Association (NIEA) to the successful passage of the Esther Martinez Native American Languages Preservation Act and preparation for reauthorization of NCLB. The analysis provides a unique perspective of the implementation of NCLB with American Indian, Alaska Native, and Native Hawaiian students through a personal narrative of those years by the author, who served in key positions within the federal government and NIEA. Throughout this period, a research agenda in American Indian/Alaska Native education evolved with a focus on the role of Native languages and cultures in Native American education. With the passage of NCLB, that role was threatened despite the plain language of Title VII in NCLB and the pronouncements of President Bush's American Indian/Alaska Native education executive order. This threat was blunted by a significant effort on the part of NIEA to protect the keystone of post-Meriam federal Indian education reforms: the foregrounding of Native languages and cultures in the education of Native students. Symbolic to this effort and foundational for future efforts was the 2006 passage of the Esther Martinez Native American Languages Preservation Act in a Republican-controlled Congress and its signing by President Bush. [more]
Reiss, David, Ed.; And Others (). Children and Violence.. This volume documents the rise in violence in our communities and explores its impact on children's physical, psychological, and social development. Focal themes are: the necessity for better information about the kinds of violence to which children are exposed, the necessity of beginning to build intervention strategies aimed at violence, and the need to examine related fields for helpful information. The following papers are included: (1) "Introduction: American Violence and Its Children" (David Reiss); (2) "Community Violence and Children's Development: Toward a Research Agenda for the 1990s" (John E. Richters); (3) "The NIMH Community Violence Project: I. Children as Victims of and Witnesses to Violence" (John E. Richters and Pedro Martinez); (4) "The NIMH Community Violence Project: II. Children's Distress Symptoms Associated with Violence Exposure" (Pedro Martinez and John E. Richters); (5) "Chronic Community Violence: What Is Happening to Our Children?" (Joy D. Osofsky, Sarah Wewers, Della M. Hann, and Ana C. Fick); (6) "Community Violence and Children on Chicago's Southside" (Carl C. Bell and Esther J. Jenkins); (7) "Children's Exposure to Community Violence: Following a Path from Concern to Research to Action" (Raymond P. Lorion and William Saltzman); (8) "Community Violence, Children's Development, and Mass Media: In Pursuit of New Insights, New Goals, and New Strategies" (Bernard Z. Friedlander); (9) "Child Sexual Abuse: A Model of Chronic Trauma" (Frank W. Putnam and Penelope K. Trickett); (10) "Toward an Ecological/Transactional Model of Community Violence and Child Maltreatment: Consequences for Children's Development" (Dante Cicchetti and Michael Lynch); (11) "The Horror! The Horror! Reflections on Our Culture of Violence and Its Implications for Early Development and Morality" (Robert N. Emde); (12) "Impact of Violence on Children and Adolescents: Report from a Community-Based Child Psychiatry Clinic" (Marilyn Benoit); and (13) "Children in Poverty: Resilience Despite Risk" (Norman Garmezy). References follow each chapter. [more]
Rivas, Manuela Raposo; De La Serna, Manuel Cebrian; Martinez-Figueira, Esther (2014). Electronic Rubrics to Assess Competences in ICT Subjects, European Educational Research Journal. Helping students to acquire specific competences is nowadays one of the basic pillars of university teaching; therefore its evaluation and accreditation is of key importance. As of late, rubrics and in particular electronic rubrics (e-rubrics) have become an important resource to assess competences and guide students in their learning processes. In this contribution, the authors present a quasi-experimental study that was conducted to explore and evaluate the use of the e-rubrics in subjects related to information and communication technology (ICT). Data were collected on how students viewed their use of e-rubrics in self-evaluation and peer evaluation. They show that the experimental groups using e-rubrics were better evaluated by their professors than the control groups who did not engage in self-evaluation using e-rubrics. The students see e-rubrics as a positive resource because they feel e-rubrics allow for a truly objective evaluation. Additionally, e-rubrics are considered to be helpful in improving learning and self-regulation. [more]
Uso-Juan, Esther; Martinez-Flor, Alicia (2008). Teaching Learners to Appropriately Mitigate Requests, ELT Journal. It is commonly recognized that, for lecturers of English as a Foreign Language (EFL) in a university setting, the goal of their teaching is to develop learners' ability to communicate appropriately in this language. This means that teaching practices should pay attention not only to the key features of the linguistic system of English, but also to its pragmatic norms since lack of this knowledge may impede communication. Consequently, language learners need to be exposed to appropriate input in the classroom. In order to help lecturers in this task, it is the aim of this paper to present a learner-based instructional method designed to develop learners' pragmatic ability when using request mitigating devices in EFL. The rationale behind the selection of this pragmatic feature is discussed in the paper together with an explanation of the proposed teaching method. [more]
Kelly, Patricia J.; Cheng, An-Lin; Peralez-Dieckmann, Esther; Martinez, Elisabeth (2009). Dating Violence and Girls in the Juvenile Justice System, Journal of Interpersonal Violence. The purpose of this study is to explore the prevalence and associated behaviors of dating violence among a population of girls in the juvenile justice system. A sample of 590 girls from an urban juvenile justice system completed a questionnaire assessing attitudes and self-efficacy about and occurrence of dating violence. The analysis developed a random effect model to determine a risk profile for dating violence. The strongest predictors of dating violence were (a) initial sexual experience at age 13 or earlier, (b) unwillingness of initial sexual experience, (c) drug use, and (d) low self-efficacy about preventing dating violence. The high prevalence of dating violence and associated behaviors among participants suggests the importance of implementing primary prevention programs to assist preteen girls in delaying initial sexual intercourse and in learning techniques to prevent dating violence. [more]
Jacobs, Sue-Ellen; Tuttle, Siri G.; Martinez, Esther (1998). Multimedia Technology in Language and Culture Restoration Efforts at San Juan Pueblo: A Brief History of the Development of the Tewa Language Project, WICAZO SA Review. The Tewa Language Project CD-ROM was developed at the University of Washington in collaboration with San Juan Pueblo, New Mexico, to restore the use of spoken and written Tewa and to repatriate cultural property. The CD-ROM contains an interactive multimedia dictionary, songs, stories, photographs, land and water data, and linguistic resources collected in the early 1900s and 1960s-70s. [more]