Magdalena Pando | New Mexico State University (original) (raw)

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Papers by Magdalena Pando

Research paper thumbnail of Science and language education: emergent bilinguals engage in modeling, explanation and argumentation for sense-making

Language and education, May 23, 2024

Research paper thumbnail of Action Research: Linguistics Knowledge for Secondary Teachers of English Learners

Proceedings of the 2021 AERA Annual Meeting

Research paper thumbnail of Leveraging Access in Borderland Colonias Through Parent Engagement in Early Childhood Literacy

Proceedings of the 2022 AERA Annual Meeting

Research paper thumbnail of Fostering Enthusiasm for Engineering from an Early Age

Research paper thumbnail of Case-based Instruction in Science Professional Development: Bilingual/ESL Teachers Reflect about Science Subject Matter Knowledge and Pedagogy

Journal of Science Teacher Education, 2020

ABSTRACT This article is a qualitative study that explored bilingual/ESL science teachers’ reflec... more ABSTRACT This article is a qualitative study that explored bilingual/ESL science teachers’ reflections about subject matter knowledge (SMK) and instructional practice in the elementary grades. Thirty-three teachers were part of a 5-year professional development program designed to enhance instructional quality and effectiveness to teach English learners. Case-based instruction was used in their science coursework to present teachers with authentic learning experiences about science teaching and learning to foster critical reflection about theorizing SMK into instructional practice. Using semi-structured interview methods we collected data to analyze teachers’ reflections about science SMK and instructional practice. Teachers were interviewed using content-specific cases (vignettes) about density, circuits, food webs, and heat. Teachers were asked to identify underlying concepts case teachers/students held in each vignette. They were then asked to critically reflect on the instructional practices of the case teacher to reflect on how they would either teach the content similar to or different than the case teacher. Findings revealed that most teachers disagreed with the less than ideal teacher practices presented in the cases. After identifying underlying concepts, teachers critically reflected to suggest more effective ways of teaching science content to English Learners (ELs). Hands-on learning, systemic teaching, disciplinary language use in inquiry design, and differentiating content were emphasized as more effective instructional practices by cohort teachers. Implications suggest that even the most minimal reflection about content provides rich opportunities for reflection about pedagogy, making it an essential component of professional development.

Research paper thumbnail of Using Language as a Social Semiotic Tool in Virtual Science Instruction

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]

This chapter offers a pedagogical approach for teachers in virtual science teaching that creates ... more This chapter offers a pedagogical approach for teachers in virtual science teaching that creates virtual hands-on practice for culturally and linguistically diverse (CLD) students to ‘do science’ and ‘talk science’. This chapter features the use of technology applications where elementary- and middle-school teachers create opportunities for students to interact with online simulations, make observations in science experiments, generate claims, gather evidence and reason about concepts to construct oral/written scientific explanations. Scientific explanations are a common discourse practice that scientific communities engage in by interacting with science phenomena during inquiry investigations and present their contributions to science knowledge. The chapter focuses on the practice of constructing explanations utilizing one remote instructional lesson design that would engage teachers of CLD students in online instructional planning. The sociocultural theoretical constructs of media...

Research paper thumbnail of Elementary Teacher Preparation in the Borderlands

Springer International Handbooks of Education

This chapter illustrates how an elementary teacher education program seeks to develop teacher can... more This chapter illustrates how an elementary teacher education program seeks to develop teacher candidates' understanding of relationships between standardsbased science content mastery and culturally and linguistically responsive pedagogy to meet the needs of marginalized youth. As teacher educators, we discuss how teacher candidates, in a border community, incorporate language and cultural

Research paper thumbnail of Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

Research paper thumbnail of This Is Next Level

Advances in Educational Technologies and Instructional Design

This chapter features instructional approaches positioning video games and literature as text set... more This chapter features instructional approaches positioning video games and literature as text sets that can promote reading and writing engagement in English language arts. Smartphone-accessible games were recently combined with middle school literary assignments in an after-school esports club in which students who identify as English language learners expressed an increased interest in academic tasks that prioritized smartphone usage. Grounded in digital literacies and text-based gameplay, this chapter showcases how a text set framework can offer literacy instructors multiple pathways for student engagement that leverage diverse learners' sociocultural meaning-making toward success in school. Recommendations are offered for teachers, including a series of pedagogical moves that can be implemented in secondary language arts classrooms, as well as affordances and challenges to smartphone-driven teaching.

Research paper thumbnail of Engaging English Language Learners in Model-Based Science Instruction

Teaching the Content Areas to English Language Learners in Secondary Schools

Research paper thumbnail of Conceptualizing STEM teacher professional knowledge for teaching ELs: Initial impact of subject matter and disciplinary literacy PD on content knowledge and practice

Bilingual Research Journal

Research paper thumbnail of Case-based reflection in professional development: Bilingual/ESL teachers reflect on science subject matter knowledge and pedagogy

Journal of Science Teacher Education, 2020

This article is a qualitative study that explored bilingual/ESL science teachers’ reflections abo... more This article is a qualitative study that explored bilingual/ESL science teachers’ reflections about subject matter knowledge (SMK) and instructional practice in the elementary grades. Thirty-three teachers were part of a 5-year professional development program designed to enhance instructional quality and effectiveness to teach English learners. Case-based instruction was used in their science coursework to present teachers with authentic learning experiences about science teaching and learning to foster critical reflection about theorizing SMK into instructional practice. Using semi-structured interview methods we collected data to analyze teachers’ reflections about science SMK and instructional practice. Teachers were interviewed using content-specific cases (vignettes) about density, circuits, food webs, and heat. Teachers were asked to identify underlying concepts case teachers/students held in each vignette. They were then asked to critically reflect on the instructional practices of the case teacher to reflect on how they would either teach the content similar to or different than the case teacher. Findings revealed that most teachers disagreed with the less than ideal teacher practices presented in the cases. After identifying underlying concepts, teachers critically reflected to suggest more effective ways of teaching science content to English Learners (ELs). Hands-on learning, systemic teaching, disciplinary language use in inquiry design, and differentiating content were emphasized as more effective instructional practices by cohort teachers. Implications suggest that even the most minimal reflection about content provides rich opportunities for reflection about pedagogy, making it an essential component of professional development.

Research paper thumbnail of Barnacles and Whales/Lapas y Ballenas: Integrating STEM Concepts in Reading Comprehension while Fostering Heritage Language

New Mexico Journal of Reading, 2018

This article details a pedagogical approach for integrating STEM concepts in reading comprehensio... more This article details a pedagogical approach for integrating STEM concepts in reading comprehension through a Spanish heritage language program.

Research paper thumbnail of Knowing and Teaching Elementary Math to Bilingual Students: Examining the Role of Teaching Self Efficacy on Content Knowledge

Journal of Bilingual Education Research & Instruction, 2017

Educational reform in the last several decades has attempted to increase equal access to high qua... more Educational reform in the last several decades has attempted to increase equal access to high quality teaching of mathematics for all students. The persistent gaps in student achievement, particularly for bilingual children, have heightened attention to increasing the pool of teachers highly qualified to teach mathematics. In response, the Mathematics Professional Development for Teachers of English Learners (pseudonym for the purpose of the blind review) was established to develop elementary school teachers' mathematics instructional effectiveness for supporting the instructional needs of English Learners (ELs). Three domains of effective teachers and teaching were examined in this project: content knowledge, teaching and learning beliefs, and pedagogical skills. Results, from a mixed methods approach, suggests a positive relationship between self-efficacy and content knowledge, but a complex interplay between content and pedagogical knowledge and skill.

Research paper thumbnail of Science and language education: emergent bilinguals engage in modeling, explanation and argumentation for sense-making

Language and education, May 23, 2024

Research paper thumbnail of Action Research: Linguistics Knowledge for Secondary Teachers of English Learners

Proceedings of the 2021 AERA Annual Meeting

Research paper thumbnail of Leveraging Access in Borderland Colonias Through Parent Engagement in Early Childhood Literacy

Proceedings of the 2022 AERA Annual Meeting

Research paper thumbnail of Fostering Enthusiasm for Engineering from an Early Age

Research paper thumbnail of Case-based Instruction in Science Professional Development: Bilingual/ESL Teachers Reflect about Science Subject Matter Knowledge and Pedagogy

Journal of Science Teacher Education, 2020

ABSTRACT This article is a qualitative study that explored bilingual/ESL science teachers’ reflec... more ABSTRACT This article is a qualitative study that explored bilingual/ESL science teachers’ reflections about subject matter knowledge (SMK) and instructional practice in the elementary grades. Thirty-three teachers were part of a 5-year professional development program designed to enhance instructional quality and effectiveness to teach English learners. Case-based instruction was used in their science coursework to present teachers with authentic learning experiences about science teaching and learning to foster critical reflection about theorizing SMK into instructional practice. Using semi-structured interview methods we collected data to analyze teachers’ reflections about science SMK and instructional practice. Teachers were interviewed using content-specific cases (vignettes) about density, circuits, food webs, and heat. Teachers were asked to identify underlying concepts case teachers/students held in each vignette. They were then asked to critically reflect on the instructional practices of the case teacher to reflect on how they would either teach the content similar to or different than the case teacher. Findings revealed that most teachers disagreed with the less than ideal teacher practices presented in the cases. After identifying underlying concepts, teachers critically reflected to suggest more effective ways of teaching science content to English Learners (ELs). Hands-on learning, systemic teaching, disciplinary language use in inquiry design, and differentiating content were emphasized as more effective instructional practices by cohort teachers. Implications suggest that even the most minimal reflection about content provides rich opportunities for reflection about pedagogy, making it an essential component of professional development.

Research paper thumbnail of Using Language as a Social Semiotic Tool in Virtual Science Instruction

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]

This chapter offers a pedagogical approach for teachers in virtual science teaching that creates ... more This chapter offers a pedagogical approach for teachers in virtual science teaching that creates virtual hands-on practice for culturally and linguistically diverse (CLD) students to ‘do science’ and ‘talk science’. This chapter features the use of technology applications where elementary- and middle-school teachers create opportunities for students to interact with online simulations, make observations in science experiments, generate claims, gather evidence and reason about concepts to construct oral/written scientific explanations. Scientific explanations are a common discourse practice that scientific communities engage in by interacting with science phenomena during inquiry investigations and present their contributions to science knowledge. The chapter focuses on the practice of constructing explanations utilizing one remote instructional lesson design that would engage teachers of CLD students in online instructional planning. The sociocultural theoretical constructs of media...

Research paper thumbnail of Elementary Teacher Preparation in the Borderlands

Springer International Handbooks of Education

This chapter illustrates how an elementary teacher education program seeks to develop teacher can... more This chapter illustrates how an elementary teacher education program seeks to develop teacher candidates' understanding of relationships between standardsbased science content mastery and culturally and linguistically responsive pedagogy to meet the needs of marginalized youth. As teacher educators, we discuss how teacher candidates, in a border community, incorporate language and cultural

Research paper thumbnail of Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

Research paper thumbnail of This Is Next Level

Advances in Educational Technologies and Instructional Design

This chapter features instructional approaches positioning video games and literature as text set... more This chapter features instructional approaches positioning video games and literature as text sets that can promote reading and writing engagement in English language arts. Smartphone-accessible games were recently combined with middle school literary assignments in an after-school esports club in which students who identify as English language learners expressed an increased interest in academic tasks that prioritized smartphone usage. Grounded in digital literacies and text-based gameplay, this chapter showcases how a text set framework can offer literacy instructors multiple pathways for student engagement that leverage diverse learners' sociocultural meaning-making toward success in school. Recommendations are offered for teachers, including a series of pedagogical moves that can be implemented in secondary language arts classrooms, as well as affordances and challenges to smartphone-driven teaching.

Research paper thumbnail of Engaging English Language Learners in Model-Based Science Instruction

Teaching the Content Areas to English Language Learners in Secondary Schools

Research paper thumbnail of Conceptualizing STEM teacher professional knowledge for teaching ELs: Initial impact of subject matter and disciplinary literacy PD on content knowledge and practice

Bilingual Research Journal

Research paper thumbnail of Case-based reflection in professional development: Bilingual/ESL teachers reflect on science subject matter knowledge and pedagogy

Journal of Science Teacher Education, 2020

This article is a qualitative study that explored bilingual/ESL science teachers’ reflections abo... more This article is a qualitative study that explored bilingual/ESL science teachers’ reflections about subject matter knowledge (SMK) and instructional practice in the elementary grades. Thirty-three teachers were part of a 5-year professional development program designed to enhance instructional quality and effectiveness to teach English learners. Case-based instruction was used in their science coursework to present teachers with authentic learning experiences about science teaching and learning to foster critical reflection about theorizing SMK into instructional practice. Using semi-structured interview methods we collected data to analyze teachers’ reflections about science SMK and instructional practice. Teachers were interviewed using content-specific cases (vignettes) about density, circuits, food webs, and heat. Teachers were asked to identify underlying concepts case teachers/students held in each vignette. They were then asked to critically reflect on the instructional practices of the case teacher to reflect on how they would either teach the content similar to or different than the case teacher. Findings revealed that most teachers disagreed with the less than ideal teacher practices presented in the cases. After identifying underlying concepts, teachers critically reflected to suggest more effective ways of teaching science content to English Learners (ELs). Hands-on learning, systemic teaching, disciplinary language use in inquiry design, and differentiating content were emphasized as more effective instructional practices by cohort teachers. Implications suggest that even the most minimal reflection about content provides rich opportunities for reflection about pedagogy, making it an essential component of professional development.

Research paper thumbnail of Barnacles and Whales/Lapas y Ballenas: Integrating STEM Concepts in Reading Comprehension while Fostering Heritage Language

New Mexico Journal of Reading, 2018

This article details a pedagogical approach for integrating STEM concepts in reading comprehensio... more This article details a pedagogical approach for integrating STEM concepts in reading comprehension through a Spanish heritage language program.

Research paper thumbnail of Knowing and Teaching Elementary Math to Bilingual Students: Examining the Role of Teaching Self Efficacy on Content Knowledge

Journal of Bilingual Education Research & Instruction, 2017

Educational reform in the last several decades has attempted to increase equal access to high qua... more Educational reform in the last several decades has attempted to increase equal access to high quality teaching of mathematics for all students. The persistent gaps in student achievement, particularly for bilingual children, have heightened attention to increasing the pool of teachers highly qualified to teach mathematics. In response, the Mathematics Professional Development for Teachers of English Learners (pseudonym for the purpose of the blind review) was established to develop elementary school teachers' mathematics instructional effectiveness for supporting the instructional needs of English Learners (ELs). Three domains of effective teachers and teaching were examined in this project: content knowledge, teaching and learning beliefs, and pedagogical skills. Results, from a mixed methods approach, suggests a positive relationship between self-efficacy and content knowledge, but a complex interplay between content and pedagogical knowledge and skill.