Browsing by Author "Galindo, Claudia"
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Item Bringing a Class-Based Math Intervention to the Home: The Importance of Parents’ Beliefs(2015) Metzger, Shari R.; Sonnenschein, Susan; Galindo, Claudia; Thompson, Joy A.; Simons, Cassandra L.Item Children’s Beliefs About the Utility of Math and How These Beliefs Relate to Their Home Math Engagement(2015) Metzger, Shari R.; Sonnenschein, Susan; Galindo, Claudia; Patel, Hinali G.Item Chinese and Latino Immigrant Parents' Views of How to Facilitate their Children's Math Development(2014-10-19) Sonnenschein, Susan; Galindo, ClaudiaItem Chinese and Latino Parents’ Views of How Children Learn Math(2015) Galindo, Claudia; Sonnenschein, Susan; Simons, Cassandra L.; Thompson, Joy A.; Metzger, Shari R.Item Chinese and White Parents’ Beliefs about Their Children’s Math Development(2013) Sonnenschein, Susan; Galindo, Claudia; Thompson, Joy A.; Metzger, Shari R.; Huang, Hui ChihItem Latina mothers’ engagement in children’s math learning in the early school years: Conceptions of math and socialization practices(Elsevier, 2019-01) Galindo, Claudia; Sonnenschein, Susan; Ávila, Angélica MontoyaThis study addressed the important role that the home plays just prior to or at the start of formal schooling, in facilitating children’s math learning. Although research on home influences is a burgeoning area, there has been limited research, particularly in math socialization, with Latino families, one of the fastest growing racial/ethnic groups in the U.S. Using a mixed-methods approach and data from 47 foreign-born Latina mothers of children in preschool through first grade, we examined mothers’ socialization (beliefs and practices) of children’s math skills and their conception of math (knowledge and attitudes). The present study combined two empirical traditions, one based on mainstream conceptualizations of parental involvement and one that builds from cultural approaches to math engagement. The results are pertinent for developing intervention programs to improve young Latino children’s math skills that capitalize on the strengths found within children’s homes and that address their challenges.Item Marguerite Casey Foundation: Reflecting on 15 Years of Philanthropic Leadership Through a Summative Evaluation(The Foundation Review, 2020-06-30) Sanders, Mavis; Galindo, Claudia; Vega-Marquis, Luz; Milloy, CherylThis article presents the findings of a summative evaluation of the Marguerite Casey Foundation that was conducted on the occasion of its 15th anniversary. The evaluation was designed to gauge stakeholders’ perceptions of the foundation’s operations to facilitate organizational learning. In sharing these results, the authors seek to elucidate the role of evaluation as a learning practice within the field of philanthropy. The article describes the foundation’s organizational elements and evolution and discusses key themes that emerged from qualitative data collected from foundation leaders and staff, as well as findings from a survey of current grantees. The article presents a synthesis of the evaluation’s findings and recommendations for the foundation’s continued and future work, describes its initial responses to these recommendations, and concludes with thoughts regarding the foundation’s continued progress toward establishing movement building as a philanthropic strategy for the 21st century.Item Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities(Hindawi, 2012-10-10) Sonnenschein, Susan; Galindo, Claudia; Metzger, Shari R.; Thompson, Joy A.; Huang, Hui Chih; Lewis, HeatherThis study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, and Caucasian parents in the United States, the majority were Chinese or Caucasian. Several important findings emerged from this study. Parents’ beliefs about math development and their role in fostering it were significantly related to children’s math activities. There was important variability and relatively limited participation of children in math activities at home. There were age-related differences in children’s engagement in math activities. Chinese and Caucasian parents showed somewhat similar beliefs about how children developed math. Although further research is needed to confirm the findings with a larger sample and to include measures of children’s math competencies, these findings are an important step for developing home-based interventions to facilitate children’s math skills.Item Promoting Minority Young Children’s Mathematical Development(2012) Sonnenschein, Susan; Galindo, ClaudiaItem Racial/Ethnic Gaps in U.S. Children’s Math Skills in Elementary School(2016) Sonnenschein, Susan; Sun, Shuyan; Dowling, Rebecca; Galindo, ClaudiaItem Socialization of Young Children’s Math Development: Chinese, Chinese-American, and European-American Parents(2018) Sonnenschein, Susan; Chen, Yongxiang; Metzger, Shari R.; Simons, Cassandra L.; Galindo, ClaudiaItem Teaching during challenging times: An evaluation of the Literacy Fellows Volunteer program(2022-08) Sonnenschein, Susan; Galindo, ClaudiaItem Writing-related Attitudes of L1 and L2 Students Who Receive Help from Writing Fellows(WAC Clearinghouse, 2016-08-08) Gallagher, Mary; Galindo, Claudia; Shin, Sarah J.This study examines the writing-related attitudes of L1 and L2 students who receive individual discipline-based writing help from Writing Fellows. It investigates changes in the students' attitudes toward writing through a survey administered at the beginning and end of the semester in which the students worked with their Writing Fellows. Four-hundred-ninety-six (496) students in 23 writing-intensive classes completed the survey at the beginning of the semester, and a smaller subset of these students (363) completed the survey at the end of the semester. In comparison to L1 and monolingual English writers, L2 English and multilingual writers started the semester with more positive writing-related attitudes and were more likely to engage in constructive writing behaviors. In addition, while students from all language groups showed improvement in their writing-related attitudes over the semester, L2 and multilingual writers had significantly greater gains, even after controlling for their more efficacious start. These results suggest that, while Writing Fellows may benefit all students, the program may be particularly effective for L2 and multilingual writers.