HR job title
- Professor
- Contact Info
- 1 979 845 5625
Padron, Yolanda Professor
Positions
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- Publications
- Teaching
- Works By Students
- Background
- Contact
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Overview
Publications
selected publications
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academic article
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Barahona, E., Padrn, Y. N., & Waxman, H. C.
(2023).
Classroom observations of a cross-age peer tutoring mathematics program in elementary and middle schools. 11(3), 515-532.
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Zhou, X., Padron, Y., & Waxman, H.
(2022).
Exploring the Relationship Between Professional Development Experience and Skills in Educational Technology Integration Among Primary EFL Teacher. 14(1), ep328-ep328.
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Acosta, S. T., Chen, X., Goltz, H., Goodson, P., & Padron, Y.
(2021).
A Case Study of Novice Bilingual Education Teachers Conducting Action Research and Diffusing Teaching Innovations. Urban Education.
56(9), 1576-1607.
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Waxman, H. C., Padron, Y. N., & Keese, J.
(2021).
Learning environment and students' classroom behavior differences between effective, average, and ineffective urban elementary schools for Hispanic students. Educational Research for Policy and Practice.
20(3), 307-324.
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Acosta, S., Garza, T., Hsu, H., Goodson, P., Padron, Y., Goltz, H. H., & Johnston, A.
(2020).
The Accountability Culture: a Systematic Review of High-Stakes Testing and English Learners in the United States During No Child Left Behind. 32(2), 327-352.
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Waxman, H. C., Rivera, H. H., Linn, B., Padron, Y. N., Rollins, K. B., Boriack, A. W., & Alford, B. A.
(2016).
Development of an observation instrument to measure flourishing learning environments. 1(1), 3.
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Alford, B. L., Rollins, K. B., Padron, Y. N., & Waxman, H. C.
(2016).
Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers' Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre-kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal.
44(6), 623-635.
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Padron, Y. N., & Waxman, H. C.
(2016).
Investigating Principals' Knowledge and Perceptions of Second Language Programs for English Language Learners. 4(2), 127-146.
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Franco-Fuenmayor, S. E., Padron, Y. N., & Waxman, H. C.
(2015).
Investigating Bilingual/ESL Teachers' Knowledge and Professional Development Opportunities in a Large Suburban School District in Texas. Bilingual Research Journal.
38(3), 336-352.
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Padron, Y. N., Waxman, H. C., & Lee, Y.
(2014).
Classroom Learning Environment Differences Between Resilient, Average, and Nonresilient Middle School Students in Reading. Education and Urban Society.
46(2), 264-283.
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Valle, M. S., Diaz, Z., Waxman, H. C., & Padron, Y. N.
(2013).
Classroom Instruction and the Mathematics Achievement of Non-English Learners and English Learners. The Journal of Educational Research.
106(3), 173-182.
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Cisco, B. K., & Padrn, Y.
(2012).
Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis. RMLE Online: Research in Middle Level Education.
36(4), 1-23.
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WAXMAN, H. C., GRAY, J. P., & PADRN, Y. N.
(2005).
Resiliency Among Students At Risk of Academic Failure. 101(2), 29-48.
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PADRN, Y. N., WAXMAN, H. C., & RIVERA, H. H.
(2005).
Issues in Educating Hispanic Students. 101(2), 66-88.
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Padron, Y. N., Waxman, H. C., & Rivera, H. H.
(2002).
Issues in Educating Hispanic Students. TEACHERS COLLEGE RECORD.
104(10), 66-88.
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Waxman, H. C., Gray, J. P., & Padron, Y. N.
(2002).
Resiliency among Students at Risk of Academic Failure. TEACHERS COLLEGE RECORD.
104(10), 29-48.
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Padron, Y. N., Waxman, H. C., & Huang, S.
(1999).
Classroom Behavior and Learning Environment Differences Between Resilient and Nonresilient.. Journal of Education for Students Placed at Risk.
4(1), 65-82.
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Waxman, H. C., Huang, S., & Padron, Y. N.
(1997).
Motivation and Learning Environment Differences between Resilient and Nonresilient Latino Middle School Students. Hispanic Journal of Behavioral Sciences.
19(2), 137-155.
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Waxman, H. C., Huang, S., & Padron, Y. N.
(1995).
Investigating the Pedagogy of Poverty in Inner-City Middle Level Schools. RMLE Online: Research in Middle Level Education.
18(2), 1-22.
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Waxman, H. C., & Padron, Y. N.
(1995).
Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools. Peabody Journal of Education.
70(2), 44-65.
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Waxman, H. C., de Felix, J. W., Martnez, A., Knight, S. L., & Padrn, Y.
(1994).
Effects of Implementing Classroom Instructional Models on English Language Learners' Cognitive and Affective Outcomes. Bilingual Research Journal.
18(3-4), 1-22.
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Padrn, Y. N.
(1994).
Comparing Reading Instruction in Hispanic/Limited-English-Proficient Schools and Other Inner-City Schools. Bilingual Research Journal.
18(1-2), 49-66.
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Padrn, Y. N.
(1992).
The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading. Bilingual Research Journal.
16(3-4), 35-51.
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KNIGHT, S. L., WAXMAN, H. C., & PADRON, Y. N.
(1989).
STUDENTS PERCEPTIONS OF RELATIONSHIPS BETWEEN SOCIAL-STUDIES INSTRUCTION AND COGNITIVE STRATEGIES. The Journal of Educational Research.
82(5), 270-276.
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Padron, Y. N., & Waxman, H. C.
(1988).
The Reading Strategies of Bilingual and Monolingual Students. Genetic, social, and general psychology monographs.
128(5), 697-698.
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PADRON, Y. N., & WAXMAN, H. C.
(1988).
The Effect of ESL Students' Perceptions of Their Cognitive Strategies on Reading Achievement. TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect.
22(1), 146-150.
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Padron, Y. N., & Hakuta, K.
(1988).
Mirror of Language: The Debate on Bilingualism. The Modern Language Journal.
72(2), 222-222.
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FATHMAN, A., KNIGHT, S. L., PADRON, Y. N., & WAXMAN, H. C.
(1985).
The Cognitive Reading Strategies of ESL Students. TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect.
19(4), 789-792.
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Zhou, X., Padron, Y., & Waxman, H.
English as a Foreign Language Teachers' Technology Professional Development Needs. 11(1), 117-130.
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Barahona, E., Padrn, Y. N., & Waxman, H. C.
(2023).
Classroom observations of a cross-age peer tutoring mathematics program in elementary and middle schools. 11(3), 515-532.
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book
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Ada, A. F., Campoy, F. I., Padron, Y. N., & Roser, N.
(2005).
Moving Into English Practice, Grade 3. Harcourt.
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Ada, A. F., Campoy, F. I., Padron, Y., & Roser, N.
(2005).
Moving Into English: Student Edition Grade 5. Harcourt.
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Ada, A. F., Campoy, F. I., Padron, Y. N., & Roser, N.
(2005).
Moving into English Grade 1
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Padron, Y.
(2005).
Moving into English Grade 2
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Ada, A. F., Campoy, F. I., Padron, Y. N., & Roser, N.
(2002).
Moving Into English Grade 4. Houghton Mifflin School.
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Ada, A. F., Campoy, F. I., Padron, Y. N., & Roser, N.
(2005).
Moving Into English Practice, Grade 3. Harcourt.
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chapter
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Asadi, L., Moody, S., & Padron, Y.
(2020).
'English is the Commercial Language Whereas Spanish is the Language of my Emotions': An Exploration of TESOL and Bilingual Teacher Identity and Translanguaging Ideologies. COMPLEXITY OF IDENTITY AND INTERACTION IN LANGUAGE EDUCATION.
(pp. 62-80).
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Padron, Y. N., Barohona, E., & Waxman, H. C.
(2018).
Digital Citizenship. The TESOL Encyclopedia of English Language Teaching.
(pp. 1-6).
Wiley.
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Waxman, H. C., & Padrn, Y. N.
(2004).
The Uses of the Classroom Observation Schedule to Improve Classroom Instruction. Observational Research in U.S. Classrooms.
(pp. 72-96).
Cambridge University Press (CUP).
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Jabbari, N., Boriack, A. W., Barohona, E., Padron, Y. N., & Waxman, H. C.
Social Networking. The TESOL Encyclopedia of English Language Teaching.
(pp. 1-7).
Wiley.
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Asadi, L., Moody, S., & Padron, Y.
(2020).
'English is the Commercial Language Whereas Spanish is the Language of my Emotions': An Exploration of TESOL and Bilingual Teacher Identity and Translanguaging Ideologies. COMPLEXITY OF IDENTITY AND INTERACTION IN LANGUAGE EDUCATION.
(pp. 62-80).
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conference paper
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Waxman, H. C., Padron, Y. N., & Garcia, A.
(2007).
Educational issues and effective practices for Hispanic students. NARROWING THE ACHIEVEMENT GAP: STRATEGUES FIR EDUCATING LATINO, BLACK, AND ASIAN STUDENTS.
131-+.
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Waxman, H. C., Padron, Y. N., & Garcia, A.
(2007).
Educational issues and effective practices for Hispanic students. NARROWING THE ACHIEVEMENT GAP: STRATEGUES FIR EDUCATING LATINO, BLACK, AND ASIAN STUDENTS.
131-+.
editor of
-
book
-
Waxman, H. C., Padron, Y. N., & Gray, J. P.
(2006).
Educational Resiliency Student, Teacher, and School Perspectives
Padron, Y. (Eds.),
IAP.
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Waxman, H. C., Padron, Y. N., & Gray, J. P.
(2006).
Educational Resiliency Student, Teacher, and School Perspectives
Padron, Y. (Eds.),
IAP.
Teaching
teaching activities
- BESL611 Dual Language Prog Methd Instructor
- BESL612 Cont Area Inst Hisp/bil Instructor
- BESL683 Field Practicum In Instructor
- BESL684 Profess Internship Instructor
- BESL685 Directed Studies Instructor
- BESL691 Research Instructor
- BESL691 Research Instructor
- BIED611 Dual Language Prog Methd Instructor
- BIED612 Cont Area Inst Hisp/bil Instructor
- BIED683 Field Practicum In Instructor
- BIED684 Profess Internship Instructor
- BIED685 Directed Studies Instructor
- BIED685 Directed Studies Instructor
- BIED691 Research Instructor
- EPSY683 Field Practicum In Instructor
- EPSY684 Profess Internship Instructor
- EPSY685 Directed Studies Instructor
- EPSY685 Directed Studies Instructor
- EPSY691 Research Instructor
- EPSY691 Research Instructor
Works By Students
chaired theses and dissertations
-
Barahona, Elba E (2016-07). Effects of Peer Tutoring on Hispanic Students' Outcomes in Mathematics.
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Comfort, Leslie E. (2013-11). Factors Contributing to Community College English as a Second Language (ESL) Student's Academic Success.
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Franco-Fuenmayor, Susana Elena (2013-03). Examining Dual Language, Bilingual, and ESL Teachers' Knowledge, Professional Development Experiences, and Perceptions About Second Language Programs In Texas.
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Hostrup, Judy Ann (2011-08). Ecological Factors Affecting Hispanic Urban Middle School and High School Adolescents' College and Career Aspirations.
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Kandel, Brooke E. (2010-07). Improving Teaching and Learning for English Language Learners.
Background
education and training
- Ed.D. in Curriculum and Instruction/Bilingual Education, University of Houston - (Houston, Texas, United States) 1985
Contact
first name
- Yolanda
has last name
- Padron
mailing address
-
Texas A&M University
Bilingual Education
4225 TAMU
College Station, TX 77843-4225
USA
Other
- ypadron@tamu.edu