马格达莱纳潘多省

Dr. 马格达莱纳潘多省 is an 副教授 of 双语教育 in the 教学系 and 学习 at 南威尼斯人娱乐城. 她有博士学位。.D. 课程与教学，M.A. in Romance Languages: Spanish, and a B.A. in Spanish from 德克萨斯理工大学.

Dr. Pando’s research agenda sustains a social justice orientation that aims to leverage access, equity and opportunity in education. Her work bridges the field of teacher education, science disciplinary language and literacy, and culturally and linguistically responsive teaching informed by theoretical frameworks such as sociocultural theory, 系统功能语言学, 社会语言学, 建构主义理论, second language acquisition and culturally relevant education.

Dr. Pando’s research focus is on model-based inquiry methods in 阀杆 education where she explores the construction of models and English language learner engagement in evidence-based argumentation and explanation.

Dr. Pando’s research also focus on teacher preparation and professional development aimed at fostering culturally and linguistically inclusive teaching methods in early childhood and K-12 education.

选定的出版物

潘多省,M. (2022). Using Language as a Social Semiotic Tool in Virtual Science 指令. 在H. Senol (Eds.), Pedagogy-Challenges, Recent Advances, New Perspectives, and Applications. IntechOpen.

埃尔南德斯C.M., 潘多省米., Lucero L. (2021) Elementary Teacher Preparation in the Borderlands. In:阿特沃特.M. (Eds.) International Handbook of 研究 on Multicultural Science 教育. Springer International Handbooks of 教育. 施普林格,可汗. http://doi.org/10.1007/978-3-030-37743-4_41-1

潘多省,M. (2021). Conceptualizing equity through languaging processes in a borderland language ecology. 在R. Guillaume N. 威瑟斯彭阿诺德, & A. 他们(Eds.), Handbook of 城市教育al 领导, pp. 385-400. 台北,MD:罗曼 & 李特佛尔德.

Aguirre-Munoz Z., & 潘多省,M. (2021). Conceptualizing 阀杆 teacher professional knowledge for teaching ELs: Initial impact of subject matter and disciplinary literacy PD on content knowledge and practice. 双语研究期刊.

Aguirre-Munoz Z.潘托雅，M., 潘多省,M., & 洛里亚,E. (2021). Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners’ content learning and engineering identity. 工程教育杂志, 110(3), 517-544. http://doi.org/10.1002 / jee.20409

潘多省,M., & Aguirre-Munoz Z. (2020). Case-based instruction in science professional development: 双语/非母语英语课程 teachers reflect about science subject matter knowledge and pedagogy. Journal of Science 教师教育, 32(3), 286- 305. http://doi.org/10.1080/1046560X.2020.1819515

潘多省,M., & Aguirre-Munoz Z. (2019). Engaging English language learners in model-based science instruction. 在L.C. 奥利维拉,R. 肯尼, & A. 奥利维拉(Eds.), Approaches to teaching the content areas to English language learners in secondary schools, pp. 215-230. 瑞士:施普林格.

Aguirre-Munoz Z., & 潘多省,M. (2017). Knowing and teaching elementary mathematics to bilingual students: Examining the role of teaching self-efficacy on content knowledge. Journal of 双语教育 研究 & 指令, 19(1), 117-137.