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GCE - Dean's Office
Wheatley Hall, Floor 01, Room 00077
Tel. 617-287-7600
Contact Webmaster
Jorgelina Abbate-Vaughn
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PhD, Boston College Telephone: 617-287-7609 Email: Jorgelina.Abbate@umb.edu |
Ph.D., Curriculum & Instruction; M.Ed., Elem. Education, Boston College; M.S. Social Studies, FIU.
Urban Teacher Education Courses: ECHD 690-490- Curriculum Development/Practicum I- Fall 2007-EDC G 689- Teacher Research- Fall 2004 through Fall 2007-CCT 698- Processes of Research and Engagement- Fall 2004- EDC G 686- Practicum and Seminar: Elementary Education- Fall 2004, Spring 2005- EDC G 687- Practicum and Seminar: Middle Education, Spring 2005- EDC G 688- Practicum and Seminar: Secondary Education- Fall 2004, Spring 2005, Spring 2006
Fulbright Scholar 2007-2008, Universidad Autonoma de Santo Domingo
Published Scholarship
Selected Publications
Reprints
Abbate-Vaughn, J. (2008, forthcoming). "Not writing it out, but writing it off": Preparing multicultural teachers for urban classrooms. In F. Schultz, Thirty-Fifth Edition of Annual Editions: Education 08/09. Whitby, ON: McGraw-Hill.
Peer-Reviewed Journal Articles
Abbate-Vaughn, J. (2007, forthcoming). “Para aquí today, para afuera tomorrow”: Uncertainty in urban bilingual paraprofessionals’ work in the age of NCLB. The Urban Review 39(5).
Abbate-Vaughn, J. (2007). The graduate writing challenge: a perspective from an urban teacher education program. Action in Teacher Education 29(3), 51-60.
Abbate-Vaughn, J. (2006). Multiculturalism in teacher education: What to assess, for how long, and with what expected outcome? Electronic Magazine of Multicultural Education 8(2), 1-12.
Abbate-Vaughn, J. (2006). “Not writing it out but writing it off:” Preparing multicultural teachers for urban classrooms. Multicultural Education, 13(4), 41-48.
Abbate-Vaughn, J. (2005). Book review: Walking The Road: Race, Diversity and Social Justice in Teacher Education by Marilyn Cochran-Smith. Educational Studies 38(3), 298-302.
Abbate-Vaughn, J. (2005). “They are just like any of us”: Improving teaching students’ understanding of marginalized urban pupils through the use of contextualized literature. Improving Schools 8(2), 133-151.
Abbate-Vaughn, J. (2005). Acción y reflexión hacia la praxis: Un enfoque freireano en la preparación de maestros para la enseñanza en comunidades biculturales marginalizadas. REICE- Revista Electrónica Iberoamericana sobre Calidad, Eficacia, y Cambio en Educación, 3(1), 541-551.
Abbate-Vaughn, J. (2004, 2005 ©). The things they carry: Ideology in an urban teacher professional community. The Urban Review 36(4), 227-249.
Torres-Guzman, M., Abbate, J., Brisk, M. E., & Minaya-Rowe, L. (2002). Defining and documenting success for bilingual learners: A collective case study. Bilingual Research Journal, 26(1), 23-44
Peer-Reviewed Book Chapters
Abbate-Vaughn, J. (2007). Highly qualified teachers for our schools: Developing knowledge, skills, and dispositions to teach culturally and linguistically diverse students. In M. E. Brisk (ed.), Culturally Responsive Teacher Education: Language, Curriculum, and Community (pp. 175-202). Mahwah, NJ: Lawrence Erlbaum/Taylor & Francis Group for the American Association of Colleges for Teacher Education.
Abbate-Vaughn, J. (2007). Writing: A taken for granted assumption in teacher education? In P. Chen (ed.), The 2007 Online Yearbook of the Urban Learning, Teaching, and Research SIG of the American Educational Research Association (AERA), pp 56-65. Los Angeles: CALSTATE Los Angeles.
Abbate-Vaughn, J. (2006). Assessing preservice teacher readiness to teach urban students: An interdisciplinary endeavor. In A. Louque (ed), The 2006 Online Yearbook of the Urban Learning, Teaching, and Research SIG of the American Educational Research Association (AERA), pp. 27-36. Los Angeles: CALSTATE Los Angeles.