การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

Trust in Schools: A Core Resource for Improvement:

Color-blind racial ideology has historically been conceptualized as an ideology wherein race is immaterial. Efforts not to ‘see’ race insinuate that recognizing race is problematic; therefore, scho...

https://www.tandfonline.com/doi/pdf/10.1080/13613324.2016.1248837

Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society

Through No Fault of Their Own? A Critical Discourse Analysis of the DREAM Act and Undocumented Youth in Evening Television News

This article addresses television news coverage of the Development, Relief, and Education for Alien Minors (DREAM) Act of 2010, which would have created a path to legal residency for thousands of undocumented immigrants in the United States. Considering the role that news media play in socially constructing groups of people, through an analysis of English- and Spanish-language evening television news coverage of the DREAM Act of 2010, the author examined discursive practices used to represent undocumented youth in both dehumanizing and humanizing ways. The author discusses the implications of these types of discourses for education policy understanding by the public and education stakeholders.

/pdf/discursive-de-humanizing-a-multimodal-critical-discourse-3xgj2pks0b.pdf

Discursive de/humanizing: A multimodal critical discourse analysis of television news representations of undocumented youth

This study takes place at a Hispanic Serving Institution (HSI) and examines the experience of women who are part of a research collective studying a Latina college mentoring program. As of Fall 201...

Bridging silos in higher education: using Chicana Feminist Participatory Action Research to foster Latina resilience

This paper is a case study of an English Learner (EL) summer enrichment program that supported English language fluency and comprehension of middle and high school students, many of whom were refug...

Implementing a summer enrichment program for secondary newcomer students in a New England community

This conceptual article examines the intersection between immigration law enforcement and education. We explore the following questions: How have immigration and education policy intersected in the last decade, and particularly after the 2016 presidential election? To examine this question, we make use of the interdisciplinary nature of our own academic backgrounds as a political scientist and an education policy scholar to ground our article using sociologist Herbert Blumer’s sense of group position theory, Critical Race Theory (CRT), and Latina/o Critical Race Theory (LatCrit). Guided by this theoretical frame, we discuss the notion of education being used as a bargaining tool and a weapon with implications for Latino communities given the current political and anti-immigrant context. We highlight examples that represent various levels of government and that on the surface have a target population of immigrant adults or young adults—however, we argue that regardless of the target population, if a policy has direct implications for adult immigrants and immigration, it will have direct implications for educational institutions and the children of immigrants.

https://journals.coehd.utsa.edu/index.php/AMAE/article/download/311/298

Ruth M. López

Papers

Through No Fault of Their Own? A Critical Discourse Analysis of the DREAM Act and Undocumented Youth in Evening Television News

Discursive de/humanizing: A multimodal critical discourse analysis of television news representations of undocumented youth

Bridging silos in higher education: using Chicana Feminist Participatory Action Research to foster Latina resilience

Implementing a summer enrichment program for secondary newcomer students in a New England community

Latinx Education Under Attack: The Implications of Immigration Policy for Education