Photo of RAFAEL LARA-ALECIO
RAFAEL LARA-ALECIO
Regents Professor, Educational Psychology
Office#: 412 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 845-3467
E-mail:
Primary Emphasis Area: Bilingual Education
Vita: View Document
Short Bio
Dr. Rafael Lara-Alecio is a System Regents professor at Texas A&M University where he has been a faculty member since 1991. He earned his doctorate in educational psychology from the University of Utah. Previously he was a math teacher, professor, and university president in his home country of Guatemala.
Dr. Lara-Alecio has made many contributions to the field of bilingual education, including his influential Four-Dimensional Bilingual Pedagogical Theory and Model designed for bilingual classrooms. This theory and the accompanying low-inference classroom observation instrument have been validated in
dual language, transitional bilingual, and English as a second language (ESL) classrooms with English language learners (ELLs).The validation of the theory makes his work different from other theories and associated research. Additionally, as principal investigator (PI), he led a longitudinal randomized
controlled trial study investigating the differences between transitional bilingual education and structured English immersion[151]one of only three such projects conducted in the U.S. His research also includes virtual classroom observations, teacher professional development, and mentoring and coaching.

Dr. Lara-Alecio has author and/or co-authored over 125 refereed publications. In external funding, he has secured over $88,000,000.00 through federal and state agencies including the Institute of Educational Sciences (IES), National Science Foundation (NSF), The Office of English and Literacy Acquisition (OELA), Office of Investing in Innovation (i3) in the U.S. Department of Education and the Texas Education Agency (TEA). Prior to his large-scale projects, major research in bilingual education largely consisted of work with archived data, small quasi-experimental studies, or from theoretical venues. He helped to catapult major research agendas in bilingual education toward larger longitudinal randomized controlled trial studies.

Maintaining his commitment to Texas A&M University as a land-grant institution, Dr. Lara-Alecio has assisted the State of Texas in the training and certification of in-service bilingual and ESL educators over the past 27 years. Dr. Lara-Alecio has been a faculty member in Texas A&M's College of Education and Human Development since 1991. Widely considered an expert in bilingual education, he was honored in 2010 by the Texas Association of Bilingual Education. He has received numerous awards from the university, including the Outstanding Faculty Mentoring Award; Distinguished Achievement Award by The
Association of Former Students; and a Diversity Award presented by the Offices of the Provost and Executive Vice President and Dean of Faculties and Associate Provost.
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Area(s) of Emphasis
Billingual
ESL
Multicultural
Research Interests
Bilingual Assessment and Evaluation
Bilingual Content Areas of Instruction
Bilingual Education
Bilingual Instruction in Mathematics and Sciences
Bilingual International
Publications (journal articles, books, book chapters)*

1. Irby, B. J., *Abdelrahman, N., Lara-Alecio, & Allen, T. (in press, 2020). Epistemological beginnings of mentoring. In B. J. Irby, F. Kochan, L. Searby, J. Boswell, & R. Garza (Eds.), The Wiley-Blackwell International handbook of mentoring: Paradigms, practices, programs, and possibilities. Hoboken, NJ: John Wiley & Sons. (In Press)

2. Irby, B., J., *Abdelrahman, N., & Lara-Alecio, R. (2019, In press). Historical context of the term, mentoring, in print. In B. Irby, J. Boswell, L., Searby, F. Kochan, & R., Garza (Eds). International handbook of mentoring. Wiley-Blackwell, NJ: Wiley-Blackwell. (In Press)

3. Irby, B.,J., *Abdelrahman, N., Lara-Alecio, R. (2018, in press). Historical context of the term, mentoring, in print. In B. Irby, J. Boswell, L.Searby, F. Kochan, & R., Garza (Eds). International handbook of mentoring: Paradigms, practices, programs, and possibilities. Wiley-Blackwell, NJ: Wiley-Blackwell (In Press)

4. Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., Guerrero, C., & Lopez, T. (2019). A process for establishing and maintaining inter-rater reliability for two observation instruments as a fidelity of implementation measure: A large-scale randomized controlled trial perspective. Studies in Educational Evaluation, 62, 18-29.

5. *Garza, T., *Huerta, M., Tong, F., Lara-Alecio, R., & Irby, B. J. (2019, published first online). A survival analysis of a language-infused science inquiry intervention for English learners. Journal of Educational Research. doi.org/10.1080/00220671.2018.1536965 [2017 Impact Factor: 1.951]

6. Irby, B. J., Tong, F., Lara-Alecio, R., *Guo, W., *Abdelrahman, N., & *Serrano, J. (2019). Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners. Pedagogies: An International Journal. DOI: 10.1080/1554480X.2019.1673165 [Indexed in Scopus]

7. Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., & Guerrero, C., (2019). The Determination of Appropriate Coefficient Indices for Inter-Rater Reliability: Using Classroom Observation Instruments as Fidelity Measures in Large-Scale Randomized Research. International Journal of Educational Research, 99, 1.

8. Kwok, O., Lai, M., *Tong, F., Lara-Alecio, R., Irby, B., J., Yoon, M., & Yeh, Y. (2018). Analyzing complex longitudinal data in educational research: A demonstration with Project English Language and Literacy Acquisition (ELLA) data using xxM. Frontiers in Psychology. doi: 10.3389/fpsyg.2018.00790 [2016 Impact Factor: 2.323]

9. Lara-Alecio, R., Irby, B. J., *Tong, F., *Guerrero, C., & Koch, J. (2018). Assessing conceptual understanding via a literacy-infused, inquiry-based science among middle school English learners and economically-challenged students. Education Sciences, 8(27), 1-20. doi:10.3390/educsci8010027. (Indexed-- Emerging Sources Citation Index and Scopus)

10. Garza, T., Huerta, M., Tong, F., Lara-Alecio, R., & Irby, B. J. (Online: Dec. 31, 2018). A survival analysis of a language-infused science inquiry intervention for English learners. The Journal of Educational Research. doi.org/10.1080/00220671.2018.1536965. [2015 Impact Factor: 1.218]

Show All

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Preparing Academic Leaders: Teachers of English Learners Building Instructional Capacity-- Project PAL. (Co-PI)
US Department of Education (Federal)
2017/09/01 - 2022/08/31
Total Funding: 2,567,823.

Accelerated Preparation of Leaders for Underserved Schools (A-PLUS): Building Instructional Capacity to Impact Diverse Learners. (Co-I)
US Department of Education (Federal)
2017/09/01 - 2020/08/31
Total Funding: 13,692,601.

Literacy-Infused Science Using Technology Innovation Opportunity (LISTO), a 5-Year Longitudinal Validation Project. (PI)
US Department of Education (Federal)
2017/01/01 - 2021/12/31
Total Funding: 12,000,001.

Massive Open Online Professional Informal Individual Learning (MOOPIL) for Bilingual and ESL Teachers, Paraprofessionals, Administrators, and Families. (Co-PI)
US Department of Education (Federal)
2017/01/01 - 2022/08/31
Total Funding: 2,687,275.

Eco-Resilience NPD program: Synergistically Connecting Multiple Environments for the Success of English Learners. (Co-PI)
US Department of Education (Federal)
2016/09/01 - 2021/08/31
Total Funding: 2,750,000.

Empowering Teachers of English Language Learners (ETELL). (PI)
US Department of Education (Federal)
2016/09/01 - 2021/08/31
Total Funding: 2,750,000.
Courses Taught
2020 - 2021
BIED 614, BIED 691, EPSY 691
2019 - 2020
BIED 614, BIED 683, BIED 685, BIED 691
2018 - 2019
BIED 614, BIED 615, BIED 683, BIED 685, BIED 691, EPSY 691
2017 - 2018
BIED 614, BIED 615, BIED 683, BIED 684, BIED 685, BIED 691, EPSY 691
2016 - 2017
BIED 614, BIED 615, BIED 616, BIED 632, BIED 683, BIED 684, BIED 685, BIED 691
2015 - 2016
BIED 614, BIED 615, BIED 616, BIED 683, BIED 684, BIED 685, BIED 691, EDCI 691, EPSY 689, EPSY 691
2014 - 2015
BIED 614, BIED 615, BIED 616, BIED 683, BIED 684, BIED 685, BIED 691, EPSY 691
2013 - 2014
BIED 614, BIED 615, BIED 683, BIED 684, BIED 685, BIED 691, EPSY 691, BIED 616, EPSY 683
2012 - 2013
BIED 616, BIED 683, BIED 685, BIED 691, BIED 614, BIED 615, BIED 684, EPSY 689, EPSY 691
2011 - 2012
BIED 613, BIED 683, BIED 691, EPSY 691
2010 - 2011
BIED 613, BIED 616, BIED 691, EDCI 691, EPSY 683, EPSY 685, EPSY 691
2009 - 2010
EDCI 691, EPSY 612, EPSY 613, EPSY 616, EPSY 683, EPSY 684, EPSY 685, EPSY 691
2008 - 2009
BEFB 472, EDCI 691, EPSY 616, EPSY 682, EPSY 683, EPSY 684, EPSY 685, EPSY 691, SPSY 691
2007 - 2008
EDCI 691, EPSY 485, EPSY 612, EPSY 613, EPSY 616, EPSY 683, EPSY 684, EPSY 685, EPSY 691, SPSY 691
2006 - 2007
EDCI 691, EPSY 610, EPSY 611, EPSY 613, EPSY 616, EPSY 683, EPSY 684, EPSY 685, EPSY 691, EPSY 612, EPSY 636
2005 - 2006
EDCI 691, EPSY 610, EPSY 613, EPSY 616, EPSY 636, EPSY 682, EPSY 683, EPSY 684, EPSY 685, EPSY 691
2004 - 2005
EDCI 691, EPSY 616, EPSY 683, EPSY 684, EPSY 685, EPSY 691
2003 - 2004
EDCI 691, EPSY 611, EPSY 612, EPSY 613, EPSY 683, EPSY 684, EPSY 685, EPSY 691
2002 - 2003
EDCI 691, EPSY 610, EPSY 612, EPSY 613, EPSY 616, EPSY 683, EPSY 684, EPSY 685, EPSY 689, EPSY 691
2001 - 2002
EDCI 691, EPSY 485, EPSY 683, EPSY 684, EPSY 685, EPSY 689, EPSY 691, SPED 689
2000 - 2001
EDCI 485, EDCI 611, EDCI 613, EDCI 685, EDCI 691, EPSY 685, EPSY 691, TEED 425, TEFB 429
Former Doctoral Students
June Azua (Fall, 1998), Ph.D.
Maria De La Colina (Summer, 1999), Ph.D.
Sandra Cmajdalka (Fall, 1999), Ph.D.
Emilio Rendon (Fall, 1999), Ph.D.
Roxane Cuellar (Spring, 2000), Ph.D.
Carlos Martinez (Fall, 2000), Ph.D.
Brian Lee Slovin (Fall, 2001), Ph.D.
Frances McArthru (Summer, 2002), Ph.D.
Linda Mohr (Summer, 2002), Ph.D.
Ana Maria Perez Gabriel (Summer, 2002), Ph.D.
Rosalind Brazda (Summer, 2003), Ph.D.
Claudia del Carmen Sanchez Castillo (Summer, 2003), Ph.D.
Martha Meg Galloway* (Fall, 2003), Ph.D.
Monica Fulz (Spring, 2004), Ph.D.
Edith Garcia (Spring, 2004), Ph.D.
Zulmaris Diaz (Fall, 2004), Ph.D.
Chia-Yin Chen (Summer, 2005), Ph.D.
Jennifer Esquierdo (Spring, 2006), Ph.D.
Fuhui Tong (Fall, 2006), Ph.D.
Nano Cox (Spring, 2008), Ph.D.
Ann Cruz de Quiros (Summer, 2008), Ph.D.
Miranda Fernande Walichowski (Fall, 2009), Ph.D.
Sandra Acosta (Spring, 2010), Ph.D.
Amber Penn (Summer, 2010), Ph.D.
Noelle Eason (Fall, 2010), Ph.D.
Tracy Spies (Spring, 2011), Ph.D.
Alma Contreras-Vanegas (Fall, 2011), Ph.D.
Elizabeth Trevino (Fall, 2012), Ph.D.
Margarita Hurta (Spring, 2013), Ph.D.
Maria Rea (Fall, 2013), Ph.D.
Yinan Fan (Summer, 2014), Ph.D.
Pei-Lin Yang (Spring, 2015), Ph.D.
Tiberio Garza (Spring, 2015), Ph.D.
Martha Trejo (Summer, 2015), Ph.D.
Lawrence, Frederick (Summer, 2015), Ph.D.
Cindy Guerrero (Summer, 2015), Ph.D.
Yadira Taboada Palacios (Fall, 2015), Ph.D.
David Daniel Jimenez (Spring, 2017), Ph.D.
Julia Clare Lynch (Spring, 2017), Ph.D.
Jui-Teng Li (Summer, 2017), Ph.D.
Shifang Tang (Spring, 2018), Ph.D.
Alma Guerrero Velez (Spring, 2019), Ph.D.
Lileana rios-Ledezma (Fall, 2019), Ph.D.
Editorial Positions

Editor (2017 - ). Dual language research and practice journal

Co-Editor (2015 - ). Journal of Childhood and Developmental Disorders

Editorial Board Member (2005 - ). TABE Journal (Texas Association of Bilingual Education)

Associate Editor (1998 - 2005). Bilingual Research Journal

Editorial Board Member (1997 - ). Advancing Women in Leadership

Professional Leadership/Service (International/National)

(2005). Chairperson.  First chairperson for Dual Language International SIG

Professional Leadership/Service (State)

(2005). Executive Board.  Texas Association Biligual Education Executive Board

Awards

(2019). Outstanding Service Award.  Department of Educational Psychology

(2019). Extraordinary Service Award.  Texas A&M University

(2016). Distinguished Professor Achievement Award, TAMU.  Award

(2016). 2016 Southeastern Conference Faculty Achievement.  Award winner from Texas A&M University

(2015). Regents Professor Award.  Awarded by TAMU systems, Best Award given

(2015). Award given for Bilingual and ESL Education.  Suburban Houston Association for Bilingual Education

(2014). Distinguished Achievement Award in Research.  Texas A&M University

(2010). Higher Education Honoree Award.  Texas Association for Bilingual Education, El Paso, Texas

(2010). Mentor Award.  CEHD, TAMU, November 2010

(2010). Co-Chairperson.  Parental Involvement Special Session, National Association of Bilinugual Education

(2005-2006). Newsletter Editor.  Service as editor from Texas Association for Bilingual Education Executive Board

(2005). Continuing Education/Extension Pro/Outreach Award.  Association of Former Students, TAMU

(2000). Diversity Award.  Outstanding Individual Achievement in Promoting diversity

(1998). Co-Chair of Student Awarded Best Dissertation.  Dr. Robert Johnson awarded best dissertation by the National Assoc. of Bilingual Education

(1993). Teaching Excellence Scholar Award.  Center for Teaching Excellence, TAMU

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