Directory » RAFAEL LARA-ALECIO
412
845-3467
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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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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Education
Ph.D., Educational Psychology, University of Utah, Salt Lake City, UT (1991)
A.A.S., Business and Data Processing, Utah Valley Community College, Orem, UT (1984)
M.S., Measurement, Evaluation and Research in Education, University del Valle, Guatemala, C.A. (1974)
B.S., Interdisciplinary Studies, University de San Carlos, Guatemala, C.A. (1972)
COURSES TAUGHT
BEFB472. Bilingual And Dual Lang Method
2008C
BIED614. BESL CURRICULUM DEV LANG
2020C,2019C,2018C,2017C,2016C
BIED615. TEACHER ACTION RESEARCH
2020A,2019A,2018A,2017A,2016A
BIED616. SPAN FOR BILIN/DUAL LANG
2017B,2016B,2015B,2014B,2013B
BIED632. RESEARCH IN SECOND LANG
2017A
BIED683. FIELD PRACTICUM IN
2020B,2020A,2019C,2019B,2019A
BIED684. PROFESS INTERNSHIP
2018A,2017C,2017B,2017A,2016C
BIED685. DIRECTED STUDIES
2020B,2019C,2019B,2018B,2017C
EPSY485. Directed Studies
2008B
EPSY610. Hispanic Bilingual Assess/monit
2007A,2006A
EPSY611. Dual Language Prog Methd
2006C
EPSY612. Cont Area Inst Hispanic/bilingual
2008A,2007A
EPSY613. Span/eng Biliteracy
2007C,2006C,2005C
EPSY616. Span For Bilin/dual Lang
2009B,2008B,2007B,2006B
EPSY636. Techniques Of Research
2006C,2005C
EPSY636. Tchnqs Of Rsch-woodlands
2005C
EPSY682. Sem Progrm Dvlpmnt And Research
2006A
EPSY682. Seminar In Epsy
2009A
EPSY683. FIELD PRACTICUM IN
2014B
EPSY683. Field Practicum In
2009B,2009A,2008C,2008B,2008A
EPSY683.
2005B,2005A,2004B
EPSY683. Fld Pract - In Absentia
2009A,2008C,2008B,2008A
EPSY684. Profess Internship
2009A,2008C,2008B,2008A,2007C
EPSY684. Professional Intrnshp:inabsentia
2008C,2008B,2008A
EPSY684.
2005A,2004B
EPSY685. Directed Studies
2009B,2009A,2008C,2008B,2008A
EPSY685.
2005B,2005A,2004B
EPSY689. SPECIAL TOPICS IN
2016A,2012C
FORMER DOCTORAL STUDENTS
Sergio Heriberto Camarillo Arroyo, Ph.D. (Summer 2022)
Carmen Miliagros Figueroa, Ph.D. (Spring 2022)
Roya Pashmforoosh, Ph.D. (Summer 2021)
Amin Davoodi, Ph.D. (Summer 2021)
Mayra Danielle Rojas-Vargas, Ph.D. (Summer 2021)
Lileana rios-Ledezma (Fall 2019)
Alma Guerrero Velez (Spring 2019)
Shifang Tang (Spring 2018)
Jui-Teng Li (Summer 2017)
David Daniel Jimenez (Spring 2017)
Julia Clare Lynch (Spring 2017)
Yadira Taboada Palacios (Fall 2015)
Martha Trejo (Summer 2015)
Lawrence, Frederick (Summer 2015)
Cindy Guerrero (Summer 2015)
Tiberio Garza (Spring 2015)
Pei-Lin Yang (Spring 2015)
Yinan Fan (Summer 2014)
Maria Rea (Fall 2013)
Margarita Hurta (Spring 2013)
Elizabeth Trevino (Fall 2012)
Alma Contreras-Vanegas (Fall 2011)
Tracy Spies (Spring 2011)
Noelle Eason (Fall 2010)
Amber Penn (Summer 2010)
Sandra Acosta (Spring 2010)
Miranda Fernande Walichowski (Fall 2009)
Ann Cruz de Quiros (Summer 2008)
Nano Cox (Spring 2008)
Fuhui Tong (Fall 2006)
Jennifer Esquierdo (Spring 2006)
Chia-Yin Chen (Summer 2005)
Zulmaris Diaz (Fall 2004)
Monica Fulz (Spring 2004)
Edith Garcia (Spring 2004)
Martha Meg Galloway* (Fall 2003)
Claudia del Carmen Sanchez Castillo (Summer 2003)
Rosalind Brazda (Summer 2003)
Linda Mohr (Summer 2002)
Ana Maria Perez Gabriel (Summer 2002)
Frances McArthru (Summer 2002)
Brian Lee Slovin (Fall 2001)
Carlos Martinez (Fall 2000)
Roxane Cuellar (Spring 2000)
Emilio Rendon (Fall 1999)
Sandra Cmajdalka (Fall 1999)
Maria De La Colina (Summer 1999)
June Azua (Fall 1998)
SELECTED PUBLICATIONS
Books and Monographs
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.
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.
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
Irby, B., J., Boswell, J., *Abdelrahman, N., Lara-Alecio, R., & Tong, F. (2017). New Horizons for Mentoring Research: Exploring the Present and Past to Frame the Future. In D. A. Clutterbuck, F. K. Kochan, L.G. Lunsford, N. Dominguez & J. Haddock-Millar. The SAGE Handbook of Mentoring. SAGE Publications, London.
*Druery, D., Irby, B. J., Lara-Alecio, R., *Tong, F., & *Guerrero, C. (2016,). Academic oral and written language (AOWLS): A curriculum component of the English language and literacy acquisitionvalidation (ELLA-V; i3 Grant). In P. Cook (Ed.). An Exploration of Educational Trends (Vol 2). Newcastle upon Tyne, England: Cambridge Scholars Publishing
Irby, B. J., *Abdelrahman, N., *Tang, S., *Yang, P., *Phuong, T., *Tong, F, & Lara-Alecio, R. (2016). Science achievement among economically challenged students in the United States: A scoping analysis. In Inclusion in science education. New York, NY: Nova Science Publishers Inc
Irby, B. J., *Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F. (2016). Informal individual learning via virtual professional development. In In M. Khosrow-Pour (Ed.), Professional development and workplace learning: Concepts, methodologies, tools, and applications
Lara-Alecio, R., & Irby, B. J. (2016). Cowboy Mouse. Grapevine, TX: Frog Street
Irby, B., Brown, G., Lara-Alecio, R. & Jackson, S. (2013). Handbook of Educational Theories, Charlotte, NC: Information Age Publishing
Lara-Alecio, Irby, B., Tong, F. & *Guerrero, C. (2013). Cognitively demanding level questions developed for Edusmart Science Software
Lara-Alecio, R., Irby, B. J., & Tong, F. (2013). The transitional bilingual pedagogical theory. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.) and S. Jackson (Section Ed.) The handbook of educational theories (pp.1129-1138). Charlotte, NC: Information Age Publishing
Lara-Alecio, R., Tong, F., & Irby, B. (2013). Content Analysis of the Frog Street Assessment. Frog Street Press
Lara-Alecio, R., Tong, F., & Irby, B. (2013). Reliability Analysis of the Frog Street Assessment. Frog Street Press
Lara-Alecio, R., Irby, B. J., Calvo-Buezas, T., & Guerrero II, T (2010). Immigration in the United States and Spain: Considerations for educational leader (Eds.), Houston, TX: Rice University. QOOP Publishers
Schiller, P., Lara-Alecio, R., & Irby, B. (2004). The Bilingual Book of Rhymes, Songs, Stories, and Fingerplays. Beltsville, MD: Gryphon House, Inc.
Irby, B., & Lara-Alecio, R. (2003) El Conejo Visitante. SRA-McGraw Hill, Columbus, OH.
Irby, B., & Lara-Alecio, R. (2003) The Little Rabbit's Journey. SRA-McGraw Hill, Columbus, OH.
Lara-Alecio, R., & Irby, B. (2003) El Raton Vaquero. SRA-McGraw Hill, Columbus, OH.
Lara-Alecio, R., & Irby, B. (2003) The Cowboy Mouse. SRA-McGraw Hill, Columbus, OH.
Schiller, P., Clements, D., & Lara-Alecio, R. (2003). Home Connections Resource Guide. The DLM Early Childhood Express. SRA-McGraw Hill, Columbus, OH.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). Teachers Edition "A". The DLM Early Childhood Express. SRA-McGraw Hill, Columbus, OH.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). Teachers Edition "B". The DLM Early Childhood Express. SRA-McGraw Hill, Columbus, OH.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). Teachers Edition "C". The DLM Early Childhood Express. SRA-McGraw Hill, Columbus, OH.
Schiller, P., Clements, D., Lara-Alecio, R., Sarama, J., & Irby, B. (2003). Teachers Edition "D". The DLM Early Childhood Express. SRA-McGraw-Hill, Columbus, OH.
Schiller, P., Irby, B., & Lara-Alecio, R. An Anthology of Stories, Games, Recipes, Flannel Board Stories, and Props, [Antologia de cuentos, juegos, y recetas]. (A bilingual Spanish/English kindergarten book). Work to be published by Gryphon House, Inc. Kathleen Charner, Editor-in-chief.
Schiller, P., Lara-Alecio, R., & Irby, B. (2003). Teacher's Resource Anthology. The DLM Early Childhood Express. SRA-McGraw Hill, Columbus, OH.
Journal Articles
*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]
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]
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.
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.
*Garza, T., *Huerta, M., Lara-Alecio, R., Irby, B. J., & *Tong, F. (2018). Pedagogical differences during a science- and literacy-integrated intervention for English language learners. The Journal of Educational Research
*Garza, T., *Huerta, M., *Spies, T. G., Lara-Alecio, R., Irby, B. J., & *Tong, F. (2018). Science classroom interactions and academic language use with English language learners. International Journal of Science and Mathematics Education, 16(8), 1499[48]131519. doi: 10.1007/s10763-017-
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]
Irby, B. J., Lara-Alecio, R., *Tong, F., *Sutton-Jones, K. L., & *Abdelrahman, N. (2018). Implementation of research-based ESL strategies with lower grade middle school ELLs in the science classroom: Findings from an experimental study. TESL-EJ, 22(1), 1-25. Retrieved from http://www.tesl-ej.org/wordpress/issues/volume22/ej85/ej85a2/
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]
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)
*Spies, T., Lara-Alecio, R., *Tong, F., & Irby, B. J. (2018). The effects of developing English language and literacy on Spanish reading comprehension. The Journal of Educational Research, 111(5), 517-529. [2017 Impact Factor 1.4]
*Tong, F., Irby, B. J., Lara-Alecio, R., *Guerrero, C., & *Tang, S. (2018). The impact of professional learning on in-service teachers[48]19 pedagogical delivery of literacy-infused science with middle school English learners: A randomized controlled trial study in the U.S. Educational Studies. doi: 10.1080/03055698.2018.1509776 [2016 Impact Factor: 0.9]
*Huerta, M., *Tong, F., Irby, B. J., & Lara-Alecio, R. (2017). Measuring and comparing academic language development and conceptual understanding via science notebooks. Journal of Educational Research. doi: 10.1080/00220671.2014.992582 [2013 5-year impact factor: 1.282]
Irby, B. J., Lara-Alecio, R., Tong, F., & *Guerrero, C. (2017). Making spaces for learning with maker spaces. [in Chinese]. Journal of World Education (Chinese Ministry of Education), 18, 6-9.
Irby, B. J., *Sutton-Jones, K., Lara-Alecio, R., & Tong, F. (2017). From MOOCs to MOOPILs: Pushing the boundaries of virtual professional development and learning for teachers. International Journal of Information Communication Technologies and Human Development, 9(1), 33-47
Irby, B. J., Tong, F., & Lara-Alecio, R. (2017). The many faces of entrepreneurship [in Chinese]. Journal of World Education (Chinese Ministry of Education), 17, 18-21.
*Spies, T. G., Lara-Alecio, R., Tong. F., & Irby. B. J., , *Garza, T., & *Huerta, M. (2017). The effects of developing language and literacy on Spanish reading comprehension. The Journal of Educational Research. [2015 impact factor: 1.218]
*Huerta, M., Irby, B. J., Lara-Alecio, R., & *Tong, F. (2016). Relationship between language and concept science notebook scores of English language learners and/or economically disadvantaged students. International Journal of Science and Mathematics Education, 14(2), 269- 285. doi: 10.1007/s10763-015-9640-7 [2014 impact factor: .575]
*Yang, P., Tong, F., Irby, B., Lara-Alecio, R., *Ramos, N., & Walichowski, M. (2016). The effect of storytelling and retelling on oral performance of elementary students in English as foreign language (EFL) program: A exploratory study in Mainland China and Taiwan. Asian Journal of Education and Training, 2(1), 23-33. doi: 10.20448/journal.522/2016.2.1/522.1.23.33
*Huerta, M., Irby, B. J., Lara-Alecio, R., & Tong, F. (2015). Relationship between language and concept science notebook scores of English language learners and/or economically disadvantaged students. International Journal of Science and Mathematics Education, 1-17. DOI: 10.1007/s10763-015-9640-7
Irby, B. J., Lunenburg, F. C., Lara-Alecio, R., & Tong, F. (2015). Qualitative Critique: A Heuristic Tool for Doctoral Students to Use in Improving their Research Skills. Journal of Education and Literature, 3(4), 147-158.
*Ramos, N.A., Irby, B. J. Brown, G., Tong, F., & Lara-Alecio, R. (2015). The impact of teachers[48]19s native language on English language learners[48]19s Reading achievement in English and Spanish. International Journal of Education, 3(1), 1-15
Tong, F., Lara-Alecio, R., & Irby, B. J. (2015). Teachers perception of virtual professional development in a randomized control trial. International Journals of New Technology and Research, 1(7), 58-61
Tong, F., Luo, W., Irby, B., Lara-Alecio, R., & Rivera, H. (2015). Investigating the Impact of Professional Development on Teachers[8217] Instructional Time and English Learners[8217] Language Development: A Multilevel Cross-Classified Approach. International Journal of Bilingual Education and Bilingualism, 23, (12), 1-22. DIO: http://dx.doi.org/10.1080/13670050.2015.1051509
Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & *Fan, Y. (2014). Computer assisted English language learning in Costa Rican elementary school: An experimental study. Computer Assisted Language Learning (CALL). doi:10.1080/09588221.2014.903977
Corcoran, R. P., Ross, S. M., Irby, B. J., Tong, F., Lara-Alecio, R., & *Guerrero, C. (2014). ELLA-V and technology usage in an English language and literacy acquisition validation randomized controlled trial study. World Journal of Educational Technology, 6(3), 291-307.
Corcoran, R. P., Ross, S. M., Irby, B. J., Tong, F., Lara-Alecio, R., & *Guerrero, C. (2014). Technology usage in an English language and literacy acquisition validation randomized controlled trial study. World Journal of Educational Technology, 6(3), 291-307.
*Huerta, M., Lara-Alecio, R., Tong, F., & Irby, B. J. (2014). Developing and validating a science notebook rubric for fifth grade non-mainstream students. International Journal of Science Education, 36(11), 1849-1870. doi: 10.1080/09500693.2013.879623. [2013 Impact Factor 1.516]
Tong, F., Irby, B. J., Lara-Alecio, R., *Guerrero, C., *Fan, Y., & *Huerta, M. (2014). A randomized study of literacy integrated science intervention for low SES middle school students: Findings from first year implementation. International Journal of Science Education. doi: 10.1080/09500693.2014.883107
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). A longitudinal study of integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research. doi:10.1080/00220671.2013.833072
Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). Integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research, 107(5), 410-426. doi:10.1080/00220671.2013.833072. [2013 ISI 5-year impact factor: 1.282]
*Fultz, M., Lara-Alecio, R., Irby, B.J., & Tong, F. (2013). The Hispanic bilingual gifted screening instrument: A validation study. Multicultural Issues Journal, 10(1), 1-26
Irby, B. J., Tong, F., Polnick, B., Lara-Alecio, R., *Fan, Y. (2013). Early identification of English language learners for gifted education programs using the Hispanic Bilingual Gifted Screening Instrument: Teacher differences in judgments of students by gender. He Kupu Journal, 3(3), 89-99.
*Contreras-Vanegas, A. L., Lara-Alecio, R., Tong, F., Irby, B. J., & Pollard-Durodola, S. (2012). The inter-rater reliability of the Hispanic Bilingual Gifted Screening Instrument (HBGSI). Applied Educational Research Journal, 25(3), 1-13
Irby, B. J., *Guerrero, C., Rafael-Alecio, R., Tong, F., & Rodrguez, L. (2012). High-quality Professional development for teachers of English language learners. School Leadership Review, 7(1) 36-46
Lara-Alecio, R., Tong, F., Irby, B.J., *Guerrero, C., *Huerta, M, & *Fan, Y. (2012). An experimental study of science intervention among middle school English learners: Findings from first year implementation. Journal of Research in Science Teaching, 49(8), 987-1011
*Quiros, A., Lara-Alecio, R., Tong, F., & Irby, B.J. (2012). The effect of a structured story reading intervention, story retell and higher order thinking for English language and literacy acquisition (STELLA). Journal of Research in Reading, 35(1), 87-113
Irby, B. J., Tong, F., & Lara-Alecio, R. (2011). The symbiotic relationship between bilingual education and multicultural education. Multicultural Perspectives, 13(3), 130-137
Irby, B. J., Tong, F., Nichter, M, Lara-Alecio, R., *Hassey, F., & *Guerrero, C. (2011). Hispanic English learners[8217] self esteem related to instructional program type, language of instruction, and gender. TABE Journal, 13(1), 26-48
*Quiros, A., Lara-Alecio, R., Tong, F., & Irby, B. J. (2011). The effect of a structured story reading intervention, story retell and higher order thinking for English language and literacy acquisition (STELLA). Journal of Research in Reading
Tong, F., Lara-Alecio, R., Irby, B. J., & Mathes, G. P. (2011). The effects of an instructional intervention on dual language development among first grade Hispanic English learning boys and girls: A two-year longitudinal study. Journal of Educational Research, 104, 87-99
Irby, B., Tong, F., Lara-Alecio, R., Mathes, P., Acosta, S., & Guerrero, C. (2010). Quality of instruction, language of instruction, and Spanish-speaking English Language Learners[8217] Performance on a State Reading Achievement Test. TABE Journal, 12(1), 1-42
Tong, F., Irby, B. J., Lara-Alecio, R., Yoon, M., & Mathes, G. P. (2010). Hispanic English learners' response to a longitudinal English instructional intervention and the effect of gender: A multilevel analysis. The Elementary School Journal, 110(4), 542-566
Lara-Alecio, R., Tong, F., Irby, J. B., & Mathes, P. (2009). Teachers' pedagogical differences among bilingual and structured English immersion kindergarten classrooms in a randomized trial study. Bilingual Research Journal, 32(1), 77-100.
Ezquierdo, J.J., Irby, B., & Lara-Alecio, R. (Spring 2008). Initial screening for gifted and talented programs: Increasing participation of Hispanic English language learners. TEMPO, 28(2), pp. 25-29
Irby, B.J., Quiros, A., Lara-Alecio, R., Rodriguez, L., & Mathes, P. (2008). What administrators should know about a research-based oral language Development Intervention for English Language Learners: A Description of Story Retelling and Higher Order Thinking for English Language and Literacy Acquisition--STELLA. International Journal of Educational Leadership Preparation, 3(2). Retrieved on September 4, 2008, from http://cnx.org/content/m17321/latest/
Tong, F., Irby, B., Lara-Alecio, R., & Mathes, P. (2008). The effectiveness of a three-year longitudinal randomized trial study on Hispanic bilingual students' English and Spanish acquisition. Hispanic Journal of Behavioral Sciences, 30(4), 500-529.
Tong, F., Lara-Alecio, R., Irby, B. J., Mathes, P., & Kwok, O. (2008). Accelerating early academic oral English development in transitional bilingual and structured English immersion programs. American Educational Research Journal, 45, 1011-1044.
Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L., Green, B. L., & Lara-Alecio, R. (2007). A Primer on Quality Indicators of Distance Education. Health Promotion Practice OnlineFirst, October.
Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L., Green, B. L., & Lara-Alecio, R. (2007). Development of an Instrument to Assess Student Opinions of the Quality of Distance Education Courses. American Journal of Distance Education, 21(3), 145-164.
Gabriel, A. M., Irby, B. & Lara-Alecio, R. (2007). Federal laws supporting services for gifted Hispanic/Latino/Mexican American English language learners: Considerations for policy and just practice. TABE Journal, 9(2), 136-149.
Irby, B., Tong, F., Lara-Alecio, R., Meyer, D., & Rodriguez, L. (2007). The critical nature of language of instruction compared to observed practices and high stakes tests in transitional bilingual classroom. Research in the Schools, 14(2), 27-36.
Helms, S., Irby, B., Lara-Alecio, R., & Mathes, P. (2006). Parents reflections of their childrens' participation in Project ELLA, a comparative study of English language learners in bilingual education and structured English immersion classrooms. TABE Journal, v. 9 #1, 35-45.
Bruhn, R., Irby, B., Lou, M., Thweatt, W.T., & Lara-Alecio, R. (2005). A model for training bilingual school counselors. Review of Research and Practice, 3 (145-161)
Lara-Alecio, R., Galloway, M., Mahadevan, L. Irby, B., Brown, G., & Gomez, L. (Spring 2005). Texas dual language program cost analysis. The Journal of the Texas Association for Bilingual Education, 8(1), 64-93
Rodriguez, L., Irby, B., Brown, G., Lara-Alecio, R., & Galloway, M. (2005). An analysis of second grade reading achievement in a pre-kindergarten Montessori bilingual program in an urban school district. NABE Journal for Research and Practice, 3. (45-65).
Lara-Alecio, R., Galloway, M., Gomez, L., & Rodriguez, L. (2004). Two way immersion bilingual programs in Texas. Bilingual Research Journal, 28(1), 34-55.
De la Colina, M.G., Parker, R., Hasbrouck, J.E., & Lara-Alecio, R., (2001). An intensive intervention in reading fluency for at-risk beginning Spanish readers. Bilingual Research Journal., 25(4), 417-452.
De la Colina, M. G., Parker, R. I., Hasbrouck, J. E., & Alecio, R. (2001). "An intensive intervention for at-risk bilingual readers." Bilingual Research Journal.
Lara-Alecio, R., Bass, J., & Irby, B.J. (2001). Ethnoscience: Considering Mayan Culture and Astronomy. The Science Teacher. 68, 3, 48-51.
Liu, P., Parker, R., Lara, R. (2001) Using Standarized Tests Unconventionally: Adapted Reading Assessment. Reading Improvement. 38(1), 28-37.
Lara-Alecio, R., Parker, R., Mason, S., Avila, C., & Irby, B. J. (1999). Un estudio de evaluacion educativa usando manipulativos en el aprendizaje de las matem ticas con estudiantes Hispanos adquiriendo Ingl s acad mico como segundo lenguaje. [An evaluation study using manipulatives in the learning of mathematics with Hispanic students acquiring English as a second language]. Bilingual Research Journal, 22(2, 3 & 4), 215-235.
Lara-Alecio, R., Irby, B., & Morales-Aldana, L. (1998). An Arithmetic Lesson from the Maya Civilization. Teaching Children Mathematics. 5, 3, 154-159.
Lara-Alecio, R., Morales-Aldana, L., & Irby, B. (1998). Enfoques, Tecnicas y Metodos en la Ensenanza de la Matematica. (Approaches, techniques, and methods for mathematics teaching]. Revista Universidad del Valle de Guatemala. 8, pp 10-16.
Lara-Alecio, R., Parker, R., Irby, B., Morales-Aldana, L. (1998) La Ensenanza de las matematicas a estudiantes hispanos que aprenden ingles como segunda lengua. El uso de material manipulable. Educacion Matematica. 10, 3, 37-64.
Lara-Alecio, R., Parker, R., Mason, S., Avila, C., & Irby, B. (1998) Un estudio de evaluaci[243]n educativa usando manipulativos en el aprendizaje de las matem[225]ticas con estudiantes Hispanos adquiriendo Ingl[233]s acad[233]mico como segundo lenguaje.
Bruce, K. L., Lara-Alecio, R., Parker, R., Hasbrouck, J. E., & Weaver, L., Irby, B. (1997). Inside transitional bilingual classrooms: Accurately describing the language learning process. Bilingual Research Journal, 21(2&3). www.brj.asu.edu/indexg.html.
Book Chapters
Irby, B. J., Boswell, J., *Abdelrahman, N., Lara-Alecio, R., &, Tong, F. (2016). New horizons for mentoring research: Exploring the past to frame the future. In B. G. Guzman-Johannessen, (Ed.), Global Co-mentoring Networks in Higher Education (pp. 27-54). New York, NY: Springer
Irby, B. J., Abdelrahman, N, Tang, S., Yang, P., Phuong, T., Tong, F., & Lara-Alecio, R.. (2015). Science achievement among economically challenged students in the United States: A scoping analysis. In A. Simone (Ed.), Inclusion in Science Education. Nova Publishing. NY, USA.
Irby, B. J., *Sutton-Jones, K. L., Lara-Alecio, R., & Tong, F. (2015). Informal individual learning via virtual professional development: A proposal for massive open online professional informal individual learning (MOOPIL). In F. Nafukho and B. J. Irby, (Eds.), Handbook of innovative technology integration in higher education. Hershey, PA: IGI Global (authored with student)
Tong, F., Irby, B. J., Lara-Alecio, R., & *Guerrero, C. (in press, 2015). Invited Chapter. How professional learning can shape teachers[48]19 pedagogical delivery of science and language teaching in middle school classroom for English language learners. In C. Buxton (Ed.) Teaching science to English learners: Research to practice. Springer.
Irby, B. J., Tong, F., Lara-Alecio, R., *Guerrero, C., *Jimenez, D., & *Lopez, T. (2014). What works for learners and their teachers in second language learning classrooms. In P. R. Cook, (Ed.), Educational trends: A symposium in Belize, Central America (pp. 80-91). Newcastle, UK: Cambridge Scholars Publishing
Irby, B. J., Lara-Alecio, R., & Tong, F. (2013). Ten tips for working with infants and toddlers who are dual language learners. In Willis, C. (Ed). Learn every day building strong foundations for infants, toddlers, and twos (pp. 100-116). Lewisville, NC: Kaplan Early Learning.
Irby, B. J., Tong, F., Lara-Alecio, R., & Rodriguez, L. (2013). An early childhood case: Montessori bilingual pre-kindergarten education and brain-based learning. In T. Jones (Ed.), Education in a brain world: A roadmap to natural learning in schools. Lanham, MD: Rowman & Littlefield
Irby, B. J., & Lara-Alecio, R. (2010). Upon the schoolhouse steps: Immigration and education. In R. Lara-Alecio, B. J. Irby, T. Calvo Buezas, & T. Guerrero (Eds.), Immigration in the United States and Spain: Considerations for educational leaders. (55-64). Houston, TX: Rice University. QOOP Publishers.
Lara-Alecio, R., & Irby, B.J. (2010). La relacin simbitica de la educacin bilingUe inclusiva y la educacin multicultural. In T. Calvo-Buezas & I. Gentil Garca (Eds.), Inmigrantes en Estados Unidos y en Espaa: Protagonistas en el siglo XXI (445-457). Spain: Ediciones Eunate
McNamara, J., Lara-Alecio, R., Irby, B., Hoyle, J., & Tong, F. (2007). Doctoral Program Issues: Commentary on Companion Dissertations. In C. Mullen, T. Creighton, F. Dembowski, & S. Harris (Eds.) The handbook of doctoral programs in educational administration: Issues and challenges. NCPEA Press. Retrieved from the Connexions Web site: http://cnx.org/content/m14542/1.1/
Lara-Alecio, R., & Irby, B. J. (2006). The culturally and linguistically diverse gifted. In C. Reynolds & E. Fletcher-Janzen (Eds.) (3rd edition), Encyclopedia of Special Education (Vol. 1, pp. 506-510). New York: John Willey & Son.
Irby, B. J., & Lara-Alecio, R. (2001). Educational policy and gifted/talented, linguistically diverse students. In J. A. Castellano & E. D[237]az (Eds.), Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students (pp. 265-281). Needham Heights: Allyn & Bacon.
Lara-Alecio, R., & Irby, J.B. (2001). Bilingual and English as a Second Language Programs. In G. Schroth & M. Littleton. (Eds.), The Administration & Supervision of Special Program in Education. Kendall/Hunt: Iowa.
Lara-Alecio, R., & Irby, B. (2000). The Culturally and Linguistically Diverse Gifted, In Cecil Reynolds (Ed.). Encyclopedia of Special Education. New York: John Wiley & Son. Vol[160] 1, 506-510.
RESEARCH PROJECTS
Building Instructional Capacity, Leadership, and Student Performance for Academic Content Areas in Economically Challenged Rural Schools: ACERS
Catapult #5
Exploring the Relationship Between three Types of Instructional Programs for ELs in Grades K [8211] 3 and Academic Achievement as Moderated by Teacher Instructional Quality
MICELLES: Modeling and Infusion of STEM Computational Thought for Economically Challenged English Language Learners at Elementary Schools
2017[8211]2018 Online Bilingual Education Certification Preparation Course Trainings Grant
Accelerated Preparation of Leaders for Underserved Schools (A-PLUS): Building Instructional Capacity to Impact Diverse Learners
Dual Language and Literacy Institute
Preparing Academic Leaders: Teachers of English Learners Building Instructional Capacity-- Project PAL
SaTC: EDU: Collaborative: Capacity Building for the Texas CyberRange
Literacy-Infused Science Using Technology Innovation Opportunity (LISTO), a 5-Year Longitudinal Validation Project
Massive Open Online Professional Informal Individual Learning (MOOPIL) for Bilingual and ESL Teachers, Paraprofessionals, Administrators, and Families
Catapult Round 3 - Project STAR (Service, Teaching, and Research) [Funded amount $30,000]
2016-17 Online Bilingual Education Certification Preparation Course Trainings, Continuation
Eco-Resilience NPD program: Synergistically Connecting Multiple Environments for the Success of English Learners
Empowering Teachers of English Language Learners (ETELL)
DIP: To Enact, To Tell, To Write: A Bridge to Expressive Writing through Digital Enactment
Texas A&M Bilingual/ESL Teaching Preparation Program (BESLTPP)
Catapult Round 2 - Follow-up Snook ISD as a CEHD Lab School Project Mission (Funded amount $30,345)
Catapult Round 1 - Exploration of Snook ISD as a CEHD Lab School Project (Funded amount $11,911)
Building Academic Resilience through the Development of Non-Cognitive Skills and Behaviors among English Learners and other High-Need Students in Rural Communities
Building Academic Resilience through the Development of Non-Cognitive Skills and Behaviors among English Learners and other High-Need Students in Rural Communities
2015-2016 Online Bilingual Education Certification Preparation Course Training
DIP: To Enact, To Tell, To Write: Supporting Expressive Writing Through Digital Enactment
2014-2015 Online Bilingual Education Certification Preparation Course Trainings
Increasing STEM Skills for English Language Learners and Economically Disadvantaged Students, Teachers, and Parents: Robots Under Water (Project RUW)
Middle School Science for English Language Learners
English Language and Literacy Acquisition Validation Study (ELLA-V)
2012-2013/2013-2014 Online Bilingual Education and ESL Certification Preparation Course Trainings
English Language and Literacy Acquisition Replication Project (ELLA-R)
Texas Approach for Assisting English Language Learners and Teachers Project (TAAELLT)
Evaluation of Preparatory Year Programs at Dammam University, Al Baha University and Princess Nourah University
ELLA Scale-up Project
ELLA Coaching Solution Scale-Up (ECS)
LEP SSI - Online Bilingual Certification
LEP SSI-BTLPT Writing Course
EILE (Teaching English as a Foreign Language)
Middle School Curriculum Reform for English Language Learners at-Risk, Project CREA
LEP SSI-Online Bilingual Certification Project
A Longitudinal Trial Study of Middle School Science for English Language Learners (Project MSSELL)
Introductory Mandarin Chinese for Elementary Students (IMCES)
Efficacy of DVD Technology in COPD Self-Management Education of Rural Patients
Other. DHHS-PHS-The Agency for Healthcare Research and Quality (AHRQ) (Federal)
2007-09-01 — 2008-08-31
2007-09-01 — 2008-08-31
Texas 2+2
Training for Improving LEP Student English Language and Literacy (TISEL)
Project TIIPS-Transition Involvement by Immigrant Parents and Students: Develop a Culturally Responsive Program
Bilingual/ESL Online: Working All Together (WAT)
Online Bilingual/ESL Dual Certification Project
Head Start University Partnership
National Research and Development Center for English Language Learners (NCELL)
School Improvement Project for Limited English Proficiency Students
Project ELLA (English Language/Literacy Acquisition)
Texas 2+2 Project: Certifying Teachers of LEP Students: Blinn College, Educational Service Center Region VI and Texas A&M
Aiming High and Targeting Excellence
Awareness, Advocacy and Development in Support of Learning Limited English Proficient Students (Project AAD)
Bilingual Education: Field Initiated Research Program
Bilingual/ESL Educators Serving LEP Students in Texas
Camino al Exito
Educating for the Future Millennium: "We are ready"
Leaders of the Future
The Nontraditional Field-Based Bilingual Teacher Preparation Program (Project NFBTP)
Academic 2000 Grant
Camino al Exito
Graduate Fellowship Program
Lideres del Futuro
Camina al Exito
AWARDS
2016 Southeastern Conference Faculty Achievement. Award winner from Texas A&M University. (2016)
Award given for Bilingual and ESL Education. Suburban Houston Association for Bilingual Education. (2015)
Co-Chair of Student Awarded Best Dissertation. Dr. Robert Johnson awarded best dissertation by the National Assoc. of Bilingual Education. (1998)
Co-Chairperson. Parental Involvement Special Session, National Association of Bilinugual Education. (2010)
Continuing Education/Extension Pro/Outreach Award. Association of Former Students, TAMU. (2005)
Distinguished Achievement Award in Research. Texas A&M University. (2014)
Distinguished Professor Achievement Award, TAMU. Award. (2016)
Diversity Award. Outstanding Individual Achievement in Promoting diversity. (2000)
Extraordinary Service Award. Texas A&M University. (2019)
Higher Education Honoree Award. Texas Association for Bilingual Education, El Paso, Texas. (2010)
Mentor Award. CEHD, TAMU, November 2010. (2010)
Newsletter Editor. Service as editor from Texas Association for Bilingual Education Executive Board. (2005)
Outstanding Service Award. Department of Educational Psychology. (2019)
Regents Professor Award. Awarded by TAMU systems, Best Award given. (2015)
Teaching Excellence Scholar Award. Center for Teaching Excellence, TAMU. (1993)
EDITORSHIPS
Editorial Board Member. Advancing Women in Leadership (1997)
Associate Editor. Bilingual Research Journal (1998 - 2005)
Editor. Dual language research and practice journal (2017)
Co-Editor. Journal of Childhood and Developmental Disorders (2015)
Editorial Board Member. TABE Journal (Texas Association of Bilingual Education) (2005)
LEADERSHIP POSITIONS
Bilingual Program Coordinator. EPSY Dept. (2014)
Bilingual Program Coordinator. EPSY, TAMU. (2010)
Chair, EPSY Tenure and Promotion Committee, EPSY. EPSY, CEHD. (2016)
Chairperson. First chairperson for Dual Language International SIG. (2005)
Executive Board. Texas Association Biligual Education Executive Board. (2005)
Member of Search Committee for new Provost. Appointed by University President to serve in that committee. (2016)
Represented college of education in search. Represented college of education in search committee for new TAMU Provost. (2017)