Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Rivera, Héctor H."'
Autor:
Rivera, Héctor H., Chang, Heesun, Zhu, Yiming, Jimenez, David D., Bemani, Mohsen, Taheri, Mohammad
Publikováno v:
Education Sciences; Nov2024, Vol. 14 Issue 11, p1152, 21p
Autor:
Rivera, Héctor H.1 (AUTHOR), Garza, Tiberio2 (AUTHOR) tiberio.garza@unlv.edu, Huerta, Margarita2 (AUTHOR), Magdaleno, Raul3 (AUTHOR), Rojas, Elda4 (AUTHOR), Torres-Morón, Dora4 (AUTHOR)
Publikováno v:
Journal of Latinos & Education. Apr-Jun2019, Vol. 18 Issue 2, p178-185. 8p.
Autor:
Rivera, Héctor H.1 (AUTHOR) hhrivera@neo.tamu.edu
Publikováno v:
Journal of Latinos & Education. 2014, Vol. 13 Issue 3, p196-211. 16p.
Autor:
Rivera, Héctor H.1 Hector.Rivera@times.uh.edu, Tharp, Roland G.2
Publikováno v:
Journal of Community Psychology. Jul2006, Vol. 34 Issue 4, p435-451. 17p. 1 Chart.
While many studies have conducted the achievement gap between groups of students in school districts, few studies have utilized resilience research to investigate achievement gaps within classrooms. This paper aims to summarize and discuss some recen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7030f3379e58dd1621abd68e1380ebea
Autor:
Rivera, Héctor H., Waxman, Hersh C.
Publikováno v:
Journal of Education for Students Placed at Risk; Jul2011, Vol. 16 Issue 3, p185-200, 16p
Autor:
Rivera, Héctor H., Waxman, Hersh C.
Publikováno v:
Journal of At-Risk Issues; Summer2007, Vol. 13 Issue 2, p11-19, 9p, 1 Color Photograph, 2 Charts
Publikováno v:
Teachers College Record; December 2002, Vol. 104 Issue: 10 p66-88, 23p
Autor:
Melissa A. Bowles
Outcomes of University Spanish Heritage Language Instruction in the United States addresses for the first time how receiving heritage classroom instruction affects Spanish speakers on multiple levels, including linguistic, affective, social, and acad
Autor:
Maryann Hasso
Understanding and Improving how K-12 Multilinguals are Taught: Supporting Multilinguals details instructional strategies that can be used to better assess multilingual learners which are more improved than the existing evaluations. The author argues