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... Revista Cubana de Salud Pública, 30, 114. Tucker, K., & Hedges, T. (1993). Food shortages and an epidemic of optic and peripheral neuropathy in Cuba. ... Get PDF (73K). More content like this. Find more content: like this... more
... Revista Cubana de Salud Pública, 30, 114. Tucker, K., & Hedges, T. (1993). Food shortages and an epidemic of optic and peripheral neuropathy in Cuba. ... Get PDF (73K). More content like this. Find more content: like this article. Find more content written by: Alejandro E. Brice. ...
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Video created as part of a Faculty Research Lightning Talk, Nelson Poynter Memorial Library, April 7, 2016. 5 minutes 16 seconds in duration.
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Research Interests: Phonology and Linguistics
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Abstract only. Full-text article is available through licensed access provided by the author or publisher. Members of the USF System may access the full-text of the dissertation through the authenticated link provided below.
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This chapter will illustrate the intertwined concepts of cultural and language proficiency, acculturation, and resilience among marginalized populations and implications for higher education. When students make the transition to tertiary... more
This chapter will illustrate the intertwined concepts of cultural and language proficiency, acculturation, and resilience among marginalized populations and implications for higher education. When students make the transition to tertiary education, they are met with challenges of how to reconcile or integrate what they know and ways of doing things to different standards, rules, beliefs, and norms of higher education culture. Rather than an all or nothing approach, recognizing that preservation of the native culture may coexist with openness to a new culture may have long-term positive implications for families and their children. Strategies to reduce marginalization and achieve high levels of resilience in higher education for students will be provided for teachers, higher education administration, and other school professionals.
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Research Interests: Psychology, Neuroimaging, Methodology, Dementia, Cognition, and 4 moreCase Studies, Memory, Age, and Clinical Sciences
Research Interests: Psychology, Education, Language Acquisition, Pragmatics, Second Language Learning, and 10 moreLanguage Skills, Adolescents, Clinical Sciences, Language proficiency, Second Language Instruction, Educational Strategies, English Second Language, Student Evaluation, Minority Group Children, and Bilingual Students
ABSTRACT Alejandro’s Story I was born with the name “Alejandro.” My parents shortened this to “Ale” (ah-leh) when calling me. However, upon becoming a naturalized U.S. citizen at age 7, my name waschanged to “Alexander” or “Alex.” Part of... more
ABSTRACT Alejandro’s Story I was born with the name “Alejandro.” My parents shortened this to “Ale” (ah-leh) when calling me. However, upon becoming a naturalized U.S. citizen at age 7, my name waschanged to “Alexander” or “Alex.” Part of this change could also have been the result of beginning school in the U.S. and my parents wanting me to “fit in” and become part of common American culture. I grew up as “Alex” to all my English-speaking teachers, and friends. However, I was still Alejandro or “Ale” at home with my family. I maintained a dual identity into adulthood. Upon entering my professional life, I reverted to using my given Spanish name, Alejandro, in all professional matters. I choose, as an adult, to regain my ethnic, cultural, linguistic, and personal identity. Alejandro Brice (2013)
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Research Interests: Psychology, Education, Medical Education, Culture, Language Development, and 15 moreMedicine, Language disorders, Multivariate Analysis, Curriculum, Bilingualism, Humans, Coursework, Comparative Analysis, Data Collection, Clinical Sciences, Analysis of Variance, Public Schools, Risk Factors, English Second Language, and Allied Health Personnel
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Research Interests: Psychology, Literacy, Multiculturalism, Education, Early Childhood Education, and 15 moreEarly Childhood Literacy, English Language Arts, Pedagogy, Cultural Identity, Multicultural Education, Culturally relevant pedagogy, Culturally Responsive Teaching and Learning, Identification, Disadvantage, Culturally Responsive Pedagogy, Culture and Conflict, Cultural Awareness, Peer Reviewed Publication, English and literacy learning middle years of schooling, and Cultural Background
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Research Interests: Business and Psychology
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This second article of a two-part case study focuses on the experiences of a patient and his spouse (caregiver) when a neurological trauma occurs. It is the personal account when A.B. survived a vertebral artery aneurysm and hemorrhage... more
This second article of a two-part case study focuses on the experiences of a patient and his spouse (caregiver) when a neurological trauma occurs. It is the personal account when A.B. survived a vertebral artery aneurysm and hemorrhage resulting in a subarachnoid hemorrhage. It is also an in-depth post-trauma account from two speech-language pathologists’ viewpoints (i.e., patient and spouse/caregiver). Present-day persistent difficulties, 5 years post-trauma, are also presented. Therapeutic strategies for managing working memory difficulties, attention issues, and word retrieval issues are given. The spouse’s perspective on managing emotional and caregiver stressors and recommendations based on these personal experiences and the Caregiver Empowerment Scale are provided. Suggestions for patients with neurological trauma returning home are suggested to improve home and social integration. In addition, strategies for caregivers are suggested to reduce stress and improve quality of life.
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Introduction Bilingualism is the norm worldwide. Despite the fact that nearly one in five individuals (17.9%; U.S. Census Bureau, 2007) speaks another language other than English in the home, knowledge regarding the nature of bilingualism... more
Introduction Bilingualism is the norm worldwide. Despite the fact that nearly one in five individuals (17.9%; U.S. Census Bureau, 2007) speaks another language other than English in the home, knowledge regarding the nature of bilingualism and school performance, particularly vocabulary skills in bilingual children, is still needed. Purpose This study investigated vocabulary skills of bilingual, Spanish-English speaking students enrolled in 3rd, 4th, and 5th grades. Methods Fifteen Spanish-English speaking students were administered English and Spanish receptive and expressive vocabulary measures. Total conceptual vocabulary scores were also obtained for both the English and Spanish measures. Results Results indicated significant differences for 3rd and 5th grade groups on the Spanish expressive vocabulary measure and also on the expressive total conceptual vocabulary measure. Conclusions The bilingual students, although the majority had been mainstreamed and exited from ESOL classes and services, appeared to be still acquiring English vocabulary skills and may have not attained complete cognitive academic English language proficiencies. Therefore, it is possible that incomplete vocabulary skills may affect overall academic language skills and overall academic performance. Speech-language pathologists (SLPs) must strive to maintain native language skills that facilitate reading comprehension and English academic success.
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Research Interests: Psychology, Speech Language Pathology, Education, Special Education, Decision Making, and 14 moreCommunication Disorders, Ethnography, Pragmatics, Pedagogy, Second Language Learning, Special Education Teachers, Language Skills, Teaching Methods, Evaluation methods, Clinical Sciences, Classroom Communication, English Second Language, Student Evaluation, and Bilingual Students
Over the last decade, the nature of special education services has become more inclusive. Four tenets are at the core of this inclusion movement: (a) the inclusive classroom setting is an integrated setting in which all children learn... more
Over the last decade, the nature of special education services has become more inclusive. Four tenets are at the core of this inclusion movement: (a) the inclusive classroom setting is an integrated setting in which all children learn together, (b) the inclusive classroom setting does not unduly label or identify students as special needs learners, (c) the inclusive classroom maximizes educational benefit, and (d) the inclusive classroom minimizes the need for a separate curriculum. This article presents two real-life case studies that illustrate how inclusion can be successfully or unsuccessfully implemented. Case Study 1 demonstrates the appropriate use of inclusion and teaching strategies to maximize learning. Case Study 2 is an example of how inclusion was purported to be implemented in an elementary school setting when, in fact, it represented a most restrictive educational environment. Informal and formal teaching strategies are presented, along with specific recommendations on making classrooms inclusive.