- Gevirtz Graduate School of Education
University of California
Santa Barbara, CA 93106
United States
Richard P Duran
University of California, Santa Barbara, Education, Faculty Member
- My interests center on human activity and the construction of cognition and culture through social processes. I focus... moreMy interests center on human activity and the construction of cognition and culture through social processes. I focus programmatically at present on ways that technology mediates cultural and social practices of learning and communication with an emphasis on immigrant Latino adults and children in school and after school settings. In my program, the term “literacy” is not restricted to reading and writing and their enactment. More broadly from Cultural Historical and Critical Pedagogy, and Ecological Theory perspectives, I am interested in how persons “read” and “write” their worlds and themselves in their daily practices and in their efforts to become competent participants in community and other social institutions. This includes reading and writing in their more restricted sense. In recent times my empirical research has examined ways that teachers and students take-up technology as a learning tool, children’s literacy learning in after school computer clubs, and immigrant parents and children using technology to learn and do desk-top publishing. In addition to foregoing, I am actively involved in assessment policy analysis and reform at the state and national levels with special attention to the education of English language learners.edit
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ABSTRACT This study examined how heritage language and cultural funds of knowledge of Spanish-dominant Latinx immigrant families served as powerful resources for their concientización—critical awareness of important problems and social... more
ABSTRACT This study examined how heritage language and cultural funds of knowledge of Spanish-dominant Latinx immigrant families served as powerful resources for their concientización—critical awareness of important problems and social conditions—and bridged their cultural worlds of home, community, and school policy. The study drew on three complementary theories: Cultural Historical Activity Theory or Funds of Knowledge, Critical Pedagogy, and Bridging Multiple Worlds; all challenge common deficit models that these parents lack sufficient knowledge and concern for their children’s formal education. Qualitative ethnographic study of Latinx immigrant parents in a parent engagement program revealed how dialogic interaction or plática, using colloquial funds of knowledge through dichos (words with extended metaphorical cultural significance) and refranes (proverbs conveying cultural wisdom about how to live and act), and cultural brokering from parent-coordinators helped parents author persuasive petition letters to school officials. The discussion addresses implications for research and practice supporting meaningful parent engagement.
Research Interests: Sociology and Immigration
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Research Interests: Poverty and Ethnic Group
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Research Interests: Business, Computer Science, Education, Instructional Design, Educational Technology, and 9 moreCritical Pedagogy, Art and technology, STEM Education, Underrepresented minorities in STEM disciplines, Acm, Community-University Partnerships, Critical Making, Makerspaces and Learning Labs, and Equity Law
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This ethnographic case study examined how 16 Latinx community college students experienced the transition to a selective 4-year public research-intensive university. Participants encountered challenges with social isolation, adapting to a... more
This ethnographic case study examined how 16 Latinx community college students experienced the transition to a selective 4-year public research-intensive university. Participants encountered challenges with social isolation, adapting to a fast-paced quarter system and to large course sizes, limited access to information on resources, restricted access to majors, and maintaining healthy lifestyles while attending to academic achievement. Participants benefited from involvement with student organizations, family, and professors, and accessing selected university resources for transfer students.
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ABSTRACT English-Spanish cognates are words that are spelled similarly or identically and possess the same or nearly the same meanings in both languages. Many cognates are academic vocabulary words and are very common in content area... more
ABSTRACT English-Spanish cognates are words that are spelled similarly or identically and possess the same or nearly the same meanings in both languages. Many cognates are academic vocabulary words and are very common in content area textbooks. The primary purpose of this investigation was to obtain an estimate of the number of different cognates in picture books. Two studies of picture books were conducted to determine their English-Spanish cognate content. Both studies found significant numbers of cognates in the picture books. Furthermore, it was found that trade books written in Spanish contained more unique cognates than those written in English. Finally, a free online database of the picture books and their cognates was presented.
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Page 1. Learning and Technology: Implications for Culturally Responsive Instructional Activity and Models of Achievement Richard P. Duran, University of California-Santa Barbara New forms of learning achievement are being made possible by... more
Page 1. Learning and Technology: Implications for Culturally Responsive Instructional Activity and Models of Achievement Richard P. Duran, University of California-Santa Barbara New forms of learning achievement are being made possible by the introduction of computers ...
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Research Interests: Cognitive Science, Oceanography, Computer Science, English language, Cognition, and 15 moreReading, Reading Comprehension, Linguistics, Protocol Analysis, Language, Information Processing, Speech, Learning, Problem Solving, Comprehension, Conceptual Model, Question Answering, English Language, Discourse Processes, and Reading Process
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Page 1. A Comprehensive TOEFL Bibliography, 1963-82 GORDON A. HALE, CHARLES W. STANSFIELD, and RICHARD P. DURAN THE TEST OF ENGLISH AS A FOREIGN LANGUAGE, or TOEFL, is currently required by over ...
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Educational evaluations are intended to provide evidence-based arguments about whether educational outcomes can be improved based on the implementation of intervention strategies. The goals underlying intervention strategies and the ways... more
Educational evaluations are intended to provide evidence-based arguments about whether educational outcomes can be improved based on the implementation of intervention strategies. The goals underlying intervention strategies and the ways that the goals of an intervention connect with evidence are examined from a perspective emphasizing culture as embodied in ecologies of communities, institutions, and their practices. Culture is not a trait of individuals and contexts; it is constructed continuously through the everyday actions of participants in social and institutional settings and their ongoing historical evolution. This perspective raises fundamental questions about ways that evaluation goals, methods, and logical and empirical arguments about outcomes reflect the value systems of political, educational, social, and community institutions with vested interests in improving educational outcomes. Not properly understanding the cultural ways of persons targeted by interventions is a dominant concern that needs attention in evaluation studies.