Margarita+Calderon+(2)


 * Sandra Del Castillo**
 * EDCI 615**
 * 6/13/08**
 * National Literacy Panelist Profile ** :
 * Margarita Calderon **

When given the opportunity to select a National Literacy Panelist I happen to see the name Margarita Calderon and what attracted me to her was her Latin first and last name. I was curious about the National Literacy Panelists and how they arrived to be involved with language-minority children and youth. Coming from a bilingual background myself I tend to be fascinated by others with similar backgrounds. I believe that if one could identify or make a connection with a student, success is soon to follow. There is also a lot to be said of a superior role model for all children. When I see or hear a successful, world of information, type of woman, and she happens to be of my Latin descent than I pay a little extra attention. The panelist I selected happens to fall into this successful category and it was a pleasure reading about her. Margarita Calderon, also known as Dr. Calderon, is a native of Juarez, Mexico. She is a professor at Johns Hopkins University and a Senior Research Scientist at John Hopkins University’s Center for Research on the Education of Students Placed at Risk (CRESPAR). She is known as an author and a researcher; she serves on the National Research Council’s Committee on Teacher Preparation, the National Literacy Panel for Language Minority Children and Youth, the Carnegie Adolescent ELL Literacy Panel, the IRA ELL Literacy Panel, and the California Pre-School Literacy Panel. I would say she is a well-rounded panelist for literacy. Dr. Calderon is co-principal investigator with Robert Slavin on the 5-year evaluation of English immersion, transitional, and two-way bilingual programs, funded by the Institute of Education Sciences. She is conducting a longitudinal research and development projects in El Paso, Texas, concerning teachers’ learning communities, bilingual staff development, and adult English-language learners. Calderon co-edited (with Robert Slavin) //Effective Programs for Latino Students//, co-authored (with Liliana Minaya-Rowe) //Implementing Two-Way Bilingual Programs//, along with publishing more than 100 articles, chapters, books, and teacher training manuals. Dr. Calderon’s other significant research studies are; //Promoting Language Proficiency and Academic Achievement through Cooperation//, //Teachers Learning Communities for Cooperation in Diverse Settings//, //Staff Development in Multilingual Multicultural Schools//, and //How a New Form of Peer Coaching Helps Teachers and Students in Two-Way Bilingual Programs//. These studies focused on how to better prepare teachers to facilitate their bilingual students. The major study I selected to closely look at was in the Developing Literacy In Second-Language Learners: Report Of The National Literacy Panel On Language Minority Children And Youth. Diane August and Margarita Calderon wrote //Teacher Beliefs and Professional Development//. It is a review of seven studies that analyzed teachers’ beliefs and attitudes, which are believed to influence how teachers perceive, process, and act on information in the classroom. Five of the studies focused on professional development for teachers who work with language-minority children to develop their literacy skills. The two research questions related to teacher beliefs and professional development in the study were: //What does the research tell us about teachers’ beliefs and attitudes related to literacy development in language-minority students?// And, //What does the research tell us about the kinds of professional development that have been provided to teachers and how this professional development relates to teachers’ beliefs and practices?// To summarize, two of the studies analyzed teachers’ beliefs in classrooms that were considered to be effective and concluded that teachers in these classrooms had high expectations for language-minority learners and valued cultural differences. The study allowed teachers to reflect on how their attitudes and beliefs influence their instruction in the classroom. The studies suggested that, to develop a logical program of instruction for language-minority students, it is vital to involve all staff concerned with their education such bilingual and English-language specialists, learning disabilities specialists, and classroom teachers in the same professional development efforts. Language-minority students tend to be serviced by multiple school personnel, and so it is important to involve all the staff. Finally, the studies suggested that despite of the precise research questions posed, it is best to think of professional development as together with three outcomes: change in teachers’ classroom practices, change in their beliefs and attitudes, and change in students’ learning outcomes. The work Dr. Calderon has worked on and continues to surround herself with leaves a deep impression and is important to language-minority students and everyone involved in their education. As one of those individuals involved in educating language-minority students I find myself needing more information and feel enlightened by reflecting upon by beliefs, attitudes, and practices as a classroom teacher. I will continue to see where upon I can improve in my instruction and how my instruction can facilitate all children.

Web-based links to Dr. Margarita Calderon: http://www.corwinpress.com/authorDetails.nav?contribId=524985 http://www.k12.wa.us/conferences/summerinstitute2005/materials.aspx http://www.all4ed.org/events/reaching_every_english_language_learner http://www.annenberginstitute.org/VUE/spring07/Calderon.php http://www.ncela.gwu.edu/oela/summit2004/presentations.htm http://tesl-ej.org/ej18/r9.html http://nabe.org/keynotes/CalderonNABEkeynote.pdf
 * Mecalde@aol.com**
 * (915) 276-1804**