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You searched for +publisher:"Texas Tech University" +contributor:("Iber, Jorge"). Showing records 1 – 2 of 2 total matches.

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1. Martinez, Valerie A. The Bracero Program in West Texas, 1951-1964.

Degree: History, 2009, Texas Tech University

The Bracero Program has continually captured the research interests of historians. Academics have evaluated the legislative proceedings and the questionable inner structures of Public Law 78 as well as the programs most exploitative aspects. More recent trends have considered the braceros as historical actors as well as themes of identity formation, and gender and class within the program. Most of these works however are nationally based studies with few providing information on specific regions and states. Therefore this thesis will combine two under-researched areas within the Bracero Program by examining PL 78’s effect in the construction of the identity of several West Texas community members and on the braceros themselves. The goal of the thesis is to demonstrate that the braceros and the community participants co-existed and that the construction of their own identities was in direct relation to their perception of the ‘other.’The first chapter evaluates the complex paternalistic and racist attitudes of regional associations and local farmers towards braceros and the program. The second chapter demonstrates the culturally connected but often hostile perspective of Mexican American people towards the braceros and the program and how class influenced attitudes. The third chapter analyzes the experiences of braceros laboring in the South Plains and Trans Pecos areas both in terms of the attitudes and treatment they experienced and felt, and in terms of their own assessment of the experience. Advisors/Committee Members: Iber, Jorge (Committee Chair), Miller, Catherine (Committee Chair).

Subjects/Keywords: Mexican Americans; Braceros; Bracero Program

Texas Tech University, Valerie A. Martinez, May 2009 ABSTRACT The Bracero Program has… …County, Texas, (Lubbock: Texas Tech Press, 1979), 48. 1 Texas Tech University… …5 2 Texas Tech University, Valerie A. Martinez, May 2009 as Vicki L. Ruiz, Sandra… …previous 3 Texas Tech University, Valerie A. Martinez, May 2009 evaluating the Bracero… …guest worker program as detailed in their oral histories. 4 Texas Tech University, Valerie… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Martinez, V. A. (2009). The Bracero Program in West Texas, 1951-1964. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/20492

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Martinez, Valerie A. “The Bracero Program in West Texas, 1951-1964.” 2009. Thesis, Texas Tech University. Accessed October 30, 2020. http://hdl.handle.net/2346/20492.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Martinez, Valerie A. “The Bracero Program in West Texas, 1951-1964.” 2009. Web. 30 Oct 2020.

Vancouver:

Martinez VA. The Bracero Program in West Texas, 1951-1964. [Internet] [Thesis]. Texas Tech University; 2009. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2346/20492.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martinez VA. The Bracero Program in West Texas, 1951-1964. [Thesis]. Texas Tech University; 2009. Available from: http://hdl.handle.net/2346/20492

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas Tech University

2. Wilson, Regina Lynn. Chalk talks: Case study on using storytelling for literacy learning.

Degree: Education, 2005, Texas Tech University

Reading is an active process in which the reader shifts between the information, elaborates meaning and strategies, checks his/her interpretation and uses the social context to focus on his/her response. In order for students to be successful at reading, they need opportunities to interact socially with their teachers, one another and the text. Language plays a critical role in children’s learning by helping them organize their understandings. This study investigated Chalk Talks, a form of storytelling, as a viable option for providing students with opportunities to enhance their reading skills through language and social interactions. The research participants were minority students from a Title One School. The kindergarten and first grade students participated voluntarily after school in the Chalk Talk activities. A combination of two research designs- action research and case study were implemented. Because I was a primary teacher at the time, I employed aspects of action research to explore the phenomenon of using Chalk Talks with primary students and case study to deeply investigate the two questions: 1.What happens when one teacher uses Chalk Talks with four primary students? 2.What are the perceptions of the four participants involved in the Chalk Talks? As a participant observer, information was collected through observations, interviews, questionnaires, and artifacts. The findings revealed that by using Chalk Talks with primary students: -Social environments were formed. -The students had interactions with the session materials. -The students were identified in relation to the test materials. The results were most extensive during the students’ reactions with the session materials. Their active involvements with the Chalk Talks assisted them in developing their oral language, organizing data, becoming more consciously aware of information, and sharing and creating their own stories. In the end, the students had positive comments about participating with Chalk Talk stories. Advisors/Committee Members: Johnson, Holly (Committee Chair), Akrofi, Amma (Committee Chair), Halsey, Pamela (committee member), Iber, Jorge (committee member), Price, Margaret A. (committee member).

Subjects/Keywords: Vygotsky; Early literacy; Neo-Vygoskian; Social constructivism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wilson, R. L. (2005). Chalk talks: Case study on using storytelling for literacy learning. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/1095

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wilson, Regina Lynn. “Chalk talks: Case study on using storytelling for literacy learning.” 2005. Thesis, Texas Tech University. Accessed October 30, 2020. http://hdl.handle.net/2346/1095.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wilson, Regina Lynn. “Chalk talks: Case study on using storytelling for literacy learning.” 2005. Web. 30 Oct 2020.

Vancouver:

Wilson RL. Chalk talks: Case study on using storytelling for literacy learning. [Internet] [Thesis]. Texas Tech University; 2005. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/2346/1095.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilson RL. Chalk talks: Case study on using storytelling for literacy learning. [Thesis]. Texas Tech University; 2005. Available from: http://hdl.handle.net/2346/1095

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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