WorldCat Identities

Jensen, Bryant

Overview
Works: 7 works in 9 publications in 2 languages and 226 library holdings
Genres: Horror films  Documentary-style films  Drama 
Roles: Author
Publication Timeline
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Most widely held works by Bryant Jensen
Regarding educacion : Mexican-American schooling, immigration, and bi-national improvement by Bryant Jensen( Book )

3 editions published between 2012 and 2013 in English and held by 222 WorldCat member libraries worldwide

Chupacabra territory( Visual )

1 edition published in 2017 in English and held by 3 WorldCat member libraries worldwide

"Four friends hike into the Pinewood Forest to find evidence of the Chupacabra, an ancient creature believed to be responsible for the disappearance of four experienced hikers a year earlier. As they venture deeper into the wilderness their search for truth turns into a fight for survival. Their only hope is to get out before it is too late"--Container
Un retrato de los niños estadounidenses de origen centroamericano y sus oportunidades educativas by Bryant Jensen( Book )

1 edition published in 2015 in Spanish and held by 1 WorldCat member library worldwide

Las oportunidades educativas (acceso a escolarización de alta calidad) son un aspecto crítico para la movilidad social e integración en Estados Unidos. Este reporte provee un bosquejo de la niñez de linaje centroamericano, enfocado en las oportunidades educativas. Describimos resultados educativos así como algunas condiciones institucionales y circunstancias familiares asociadas con dicha oportunidad y ofrecemos cuatro recomendaciones para mejorar las oportunidades educativas de menores con raíces centroamericanas--Tomado de: http://www.canamid.org/publications
Advancing School Readiness for Young Hispanic Children Through UniversalPrekindergarten by Eugene E García( Book )

1 edition published in 2007 in English and held by 0 WorldCat member libraries worldwide

Hispanics account for over one-fifth of newborns in the United States. Hispanic children, on average, achieve at lower levels from kindergarten forward than the non-Hispanic White majority and Asian Americans. Increasing the percentage of Hispanic children who enter kindergarten "ready" for school constitutes one of the nation's most important current agenda items in education. Given that it is believed that the early childhood years provide the best window for improving academic trajectories for Hispanic children, this article describes current findings and offers recommendations to expand high-quality universal prekindergarten (upk) programs for Hispanics in the United States
A Curriculum for Prevention: Qualitative Assessment of Wheel ClubPhoenix Project by Elsie Szecsy( Book )

1 edition published in 2007 in English and held by 0 WorldCat member libraries worldwide

This study describes perspectives of participants in a substance abuse and hiv prevention (hivp) program targeted to middle school students and families in an urban Phoenix, Arizona, school district. Data collection and analyses complement past quasi-experimental, pre/post designs which found the program to be successful in terms of increasing students' perceived harm of drugs, hivp curriculum knowledge, and reported ability to stop sexual advances and express opinions about sexual matters. A total of seven small-group, semi-structured interviews were conducted with program staff and current and past program participants, including middle and high school students and an interview with mothers(conducted in Spanish). The study is based on an integration of risk protective and resiliency models of prevention, multicultural learning theory, and ethical guidelines for the research of socially sensitive topics. Two researchers gathered and analyzed interview data and developed categories using grounded theoretical research methods. Following transcription, all data were coded and analyzed descriptively and thematically. Subsequently, the researchers compared descriptive and thematic interpretations of the data, and derived three reciprocally related, overarching themes: relationships, delivered curriculum, and embodied curriculum. Associations among these themes with patterns in the data about participants' perspectives on program outcomes, challenges, and recommendations for improvement provide for additional reflection with respect to program strengths, challenges, and implications for future direction. (Contains 2 tables.)
Raising Questions for Binational Research in Education: An Explorationof Mexican Primary School Structure by Bryant Jensen( Book )

1 edition published in 2008 in English and held by 0 WorldCat member libraries worldwide

Educational opportunity in the United States and Mexico is an important factor in the process of expanding social and economic opportunities, as well as political and civil rights in both countries. Yet, by national and international indicators, many Mexican American and Mexican children are underserved by public schools in both countries; and very little research in education addresses the issue from a binational perspective. This paper addresses the need for further binational research by presenting a qualitative study exploring the structure of Mexican primary schooling and thereby raising questions for further study. More specifically, the "el turno escolar" (the school shift) and the "el grupo escolar" (the school group) are explored through a secondary data analysis of interviews and observations gathered in 2004
Early Educational Opportunities for Children of Hispanic Origins. SocialPolicy Report. Volume Xxiii, Number Ii by Eugene E García( Book )

1 edition published in 2009 in English and held by 0 WorldCat member libraries worldwide

This paper argues that young Hispanic (or Latina/o) children (ages 3 to 8 years) should be of particular interest to policymakers, practitioners, and researchers in education. Young Hispanic children constitute an urgent demographic imperative. Young Hispanic children are not only the largest racial/ethnic group in the U.S., but also the youngest and fastest-growing. Among racial/ethnic groups, Hispanics have a unique linguistic profile. Approximately three in four young Hispanic children lives in homes in which at least some Spanish is spoken regularly. Empirical evidence suggests that certain interventions during the early years are a wise investment to improving learning opportunities and outcomes for Hispanic children. Hispanics lag behind their white and Asian-American peers at all proficiency levels of reading and mathematics at the beginning and throughout pk-12 schooling. In order for young Hispanics to succeed in academic contexts, they need strong English skills. Recent research suggests academic benefits of bilingual over English-only programs, enough to close one-fifth to one-third of the overall Hispanic-White reading performance gap. Moreover, recent research shows young Hispanics are particularly positioned to benefit from prekindergarten participation even though they are less likely to attend compared to other racial/ethnic groups. Our recommendations include that the federal government: (1) underwrite tests of programs designed to produce large increases in the number of culturally knowledgeable preschool and early elementary teachers proficient in English and Spanish fund and experiment with teacher preparation programs to recruit more Spanish-speaking undergraduates and teachers who are trained in second language acquisition to work as language specialists; (2) continue to explore and expand dual-language (dl) programs through Head Start, Early Head Start, and other grant programs; and (3) expand the scope of the national and international databases developed to assess student performance. (Contains 5 tables.) [Commentaries from Robert Crosnoe and James Griffin are also included.]
 
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Audience level: 0.48 (from 0.17 for Chupacabra ... to 1.00 for Early Educ ...)

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