This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the liter ature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates' culturally responsive knowledge and skills in science and mathematics teaching.

This article examines the psychological and sociological impacts of the proposed Development, Relief, and education for Alien Minors (DReAM) Act and instate tuition legislation on DReAM-eligible students in the Midwestern United States. The researchers sought to capture the lived experiences of undocumented immigrant students through their rich interpretations of current immigration policy and how participants described their situation, their identity, and their dreams in relation to the volatility of their external environment.Resumen: este manuscrito examina el impacto psicológico y sociológico del propuesto Acto de Desarrollo, Asistencia, y educación para Menores extranjeros (DReAM) y la ley de educación para residentes estatales sobre estudiantes elegibles del DReAM en el medio-oeste de los estados Unidos de América. Los investigadores buscaron capturar las experiencias vividas por estudiantes inmigrados sin documentos a través de interpretaciones ricas de la política actual de inmigración y cómo los participantes describieron sus situaciones, su identidad, y sus sueños y la relación de ellos con la volatilidad de su ambiente externo.

This ethnographic case study explores one mid-western state university's response to the challenge of culturally and linguistically diverse (CLD), especially Latino/a, student recruitment and retention. BESITOS (Bilingual/ Bicultural Education Students Interacting To Obtain Success) is an integrated teacher preparation program implemented at a predominantly White university that seeks to both increase Latino/a students' initial access to higher education and provide institutional support to facilitate a high rate of graduation. The researchers consider key elements of the BESITOS program model as they relate to and support the sociocultural, linguistic, academic, and cognitive dimensions of the CLD student biography. For each dimension, the program model is first placed in the context of existing literature on CLD student education. The key elements and strategies of the program model used to successfully meet recruitment and retention goals are then discussed.To ensure the educational future of culturally and linguistically diverse (CLD) students in the United States, institutions of higher education must move from

Acinetobacter baumannii has emerged as a serious problem in the hospital environment at a global scale. Previous results from our laboratory showed a high frequency of class 2 integrons in A. baumannii strains from Argentina regarding the low rate of this element in A. baumannii isolates from the rest of the world. To reveal the current epidemiology of class 2 integrons, a molecular surveillance analyzing 78 multidrug resistant (MDR) A. baumannii isolates from Argentina and Uruguay was performed, exposing the presence of class 2 integron in the 36.61% of the isolates. Class 2 integron characterization showed that the typical Tn7::In2-7 array was present in 26 out of 27 intI2 positive isolates. All intI2 positive isolates contained at least one of the Tn7 transposition genes. In addition, we identified that 18 intI2 positive isolates possessed the Tn7::In2-7 within the attTn7 site. The molecular typing evidenced that clones I and IV that do not belong to widespread European clones I and II were found among the intI2 positive isolates. Our results exposed the widely dissemination of class 2 integron among MDR A. baumannii isolates from Argentina and Uruguay, also showing the persistence of two novel clones in our region, which could explain in part the high frequency of class 2 integron found in our region.

This study provides an account of seven Latina teachers' select educational, professional, and personal experiences over the past 10 years as they completed a growyour-own-teacher program, became licensed teachers, and established themselves in Latinx minority-majority public schools within their rural, mid-western community. More specifically, as a Latina researcher and participant observer, I sought to better understand the culturally and linguistically diverse (CLD) Latina teachers' process-oriented engagement and conscientization over time. Far from being 'readymade' conscientized teachers, in this work I discuss the ways CLD Latina teachers' multiple and developing identities as bilingual learners, mothers, racialized minorities in schools, and educated professionals serve as both burdens and gifts in their engagement and processes of conscientization for teaching CLD students. Through the use of critical literatures, and life and professional story methodologies informed by Chicana feminist epistemologies, I sought to privilege Latina teachers' narratives as well as uncover the mechanisms and experiences that proved most impactful for their development and sustainment within white normative educational spaces. Findings illustrate an emergence of racialized, identitarian resources among Latinas and implicate a nuanced, culturally contextualized, pedagogical approach to pre-/ in-service CLD teacher professional development that engages participants in reflective storying, critical inquiry, and restorative community building.