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Nelson Flores began his career as an ESL teacher in Philadelphia and New York City public schools. Many of his students were categorized as “Long Term English Learners” who had been officially designated as English Learners for seven or more years. The disconnect between the deficit perspectives typically used to describe these students and the fluid bilingualism he observed them engaged in on a daily basis led him to pursue a Ph.D. in Urban Education from the Graduate Center of the City University of New York.
Dr. Flores has collaborated on several research projects focused on the education of language-minoritized students in U.S. schools, including a study of students officially categorized as “Long Term English Learners” and a study of successful high schools serving large numbers of Latinx students. He also served as project director for the CUNY–New York State Initiative on Emergent Bilinguals, a New York State Education Department initiative seeking to improve the educational outcomes of emergent bilingual students through an intensive seminar series for school leaders, combined with onsite support by CUNY faculty. His most recent collaboration has been with The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), where he is studying the historical development of and contemporary implementation of standards-based reform for students officially classified as English Learners.
Dr. Flores was the recipient of the 2017 AERA Bilingual Education SIG Early Career Award, a 2017 Spencer Postdoctoral Fellowship, and the 2019 James Atlas Prize for Research on Language Planning and Policy in Educational Contexts. He is also on several editorial boards including The International Journal of the So
Dr. Flores has collaborated on several research projects focused on the education of language-minoritized students in U.S. schools, including a study of students officially categorized as “Long Term English Learners” and a study of successful high schools serving large numbers of Latinx students. He also served as project director for the CUNY–New York State Initiative on Emergent Bilinguals, a New York State Education Department initiative seeking to improve the educational outcomes of emergent bilingual students through an intensive seminar series for school leaders, combined with onsite support by CUNY faculty. His most recent collaboration has been with The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), where he is studying the historical development of and contemporary implementation of standards-based reform for students officially classified as English Learners.
Dr. Flores was the recipient of the 2017 AERA Bilingual Education SIG Early Career Award, a 2017 Spencer Postdoctoral Fellowship, and the 2019 James Atlas Prize for Research on Language Planning and Policy in Educational Contexts. He is also on several editorial boards including The International Journal of the So
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Overcoming the Gentrification of Dual Language, Bilingual and Immersion Educationpp.259-261, (2024)
Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education (2024)
Arielle Lentz,Laura Desimone,Amy Stornaiuolo, Katie Pak,Nelson Flores, Philip Nichols,Morgan Polikoff, Andy Porter
PHI DELTA KAPPANno. 6 (2024): 8-11
EQUITY & EXCELLENCE IN EDUCATIONno. 3 (2023): 257-269
Zenodo (CERN European Organization for Nuclear Research) (2023)
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LANGUAGE LEARNING (2023)
LANGUAGE IN SOCIETYno. 5 (2023): 893-901
DAEDALUSno. 3 (2023): 99-114
Journal of Sociolinguistics (2023)
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